ブックタイトル教育医学 J.Educ.Health Sci.　第63巻　第2号　通巻 第288号

概要

教育医学 J.Educ.Health Sci.　第63巻　第2号　通巻 第288号

教育医学第?3巻第鷲2号見克1???18?典頁（201?年10月）原著学習動機づけが後の学習結果に及ぼす効果：大学生を対象とした自己決定理論に基づく検討鷲見克典Effects of Academic Motivation on the Subsequent LearningOutcomes: A Perspective of the Self-determination Theory forCollege StudentsKatsunori SUMIAbstractBased on the self-determination theory, which is a framework for understanding motivation andadjustment, high self-determined motivation facilitates subsequent learning-related adjustment, which lowself-determined motivation negatively affects learning-related adjustment. However, few studies haveexamined such effects of academic motivation in Japanese college students. The purpose of this study wasto examine the effects by using longitudinal data.In total 206 college students (90 women and 116 men) took part in two questionnaire sessions (Time 1and Time 2) separated by four weeks. They completed the academic motivation scale at Time 1 and thelearning-related adjustment measures at Time 1 and 2, which comprised the learning satisfaction, learningefforts, learning self-efficacy, learning self-actualization, and learning anxiety scales, and the Japaneseversion of the Rosenberg Self-Esteem Scale. All the measures were anonymously administered by a teacherafter classes. The data were analyzed using a hierarchical multiple regression analysis.The results showed that academic motivation had an effect on subsequent learning-related adjustment atTime 2, even after controlling for previous learning-related adjustment at Time 1. The effect seemed to besmall on self-esteem as compared to that on other aspects of learning-related adjustment. There werenegative and positive effects of amotivation and intrinsic motivation, respectively, on subsequent learningrelatedadjustment. Although extrinsic motivation exerted a significant effect on learning-relatedadjustment, of the regulation styles that constituted extrinsic motivation, external and introjectedregulations had a negative effect, while identified regulation had a positive effect. Therefore, in most cases,controlled motivation and autonomous motivation had negative and positive effect on subsequent learningrelatedadjustment, respectively. The findings of this study supported the validity of the self-determinationtheory on its relationship to learning-related adjustment, and revealed that the dichotomy of controlled andautonomous motivation was more advantageous than that of extrinsic and intrinsic motivation.名古屋工業大学〒466-8555愛知県名古屋市昭和区御器所町Nagoya Institute of TechnologyGokiso-cho, Showa-ku, Nagoya, Aichi, Japan (466-8555)? 175 ?