児童の学習態度に対する親の介入と児童の動機づけ志向性との関係

概要

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This study tested the hypothesis that 3 familial factors-parental supportive and intervention in children's learning behavior, pressuring intervention, and parental daily support-and children's perceived cognitive competence are related to children's intrinsic/extrinsic motivational orientation. And what were also examined are the relation between familial factors and perceived competence, and the effect of sex and birth order on each factor. Higher supportive intervention, daily support, and perceived competence were found to be related to an intrinsic motivational orientation. On the other hand, pressuring intervention were seemed to have no relation to motivational orientation. Supportive intervention and daily support were positively assosiated with perceived competence. It is suggested that perceived competence may partialy mediate between those 2 supportive factors (supportive intervention and daily support) and an intrinsic motivational orientation. The differences between boys and girls were observed in terms of supportive intervention, daily support, and motivational orientation (enjoy-curiosity), indicating that girls are higher than boys. It was also suggested that birth order has some bearing on supportive intervention and enjoy-curiosity motivational orientation.
1995-02-28