The Japanese Journal of Personality
Online ISSN : 1349-6174
Print ISSN : 1348-8406
ISSN-L : 1348-8406
Short Report
Relationship between Learning Behavior and Basic Psychological Need Support Behavior from Teachers in Junior High School Students: Focus on Regulatory Focus
Ryo KainumaMasato NagamineLi TangShuhei MiwaAkira AsayamaMiki Toyama
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2022 Volume 31 Issue 1 Pages 15-17

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Abstract

The present study aimed to examine the effects of basic psychological need support behavior from teachers on learning behavior with an emphasis on regulatory focus. Junior High School Students (N=341) completed the questionnaire. Hierarchical multiple regression analysis indicated that autonomy support behavior from teachers predicted behavior engagement and persistence in learning of the promotion focus. The results suggest that autonomy support behavior from teachers plays an important role in supporting learning behaviors for junior high school students with high promotion focus.

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© 2022 Japan Society of Personality Psychology
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