心理学系科目における向社会的な学習動機づけ像を探る : 自意識および個人志向性・社会志向性と課題価値の関連

概要

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Traditional studies on learning motivation emphasized importance of intrinsic motivation in which learning was goal itself. However, recent studies estimated some extrinsic motivations as highly self-determined. This study reconsidered the significance of intrinsic and extrinsic motivations by focusing on its pro-social nature, where one's learning content was used for the others' or/and society's benefits. Participants were 233 undergraduates and 38 women's college students attending at the subjects on psychology. The relationship among self-consciousness, individual and social orientedness, and task-values were examined. The result indicated that learning motivation for the usefulness (utility value) for occupational practice, which had been often regarded as extrinsic only because of its instrumentality, was most pro-social. Ida (2003) regarded this utility value as most autonomous in adolescence of teacher training course. The motivations for the usefulness (utility value) for employment, the self-development in the task, and the positive evaluation from others had relatively weak positive correlation to social orientedness. However, interest value, which was conventionally regarded as most desirable in educational psychology, and as intrinsic motivation, related to self-consciousness positively, but didn't relate to social orientedness.
名古屋大学の論文
2004-03-25