高校高学年での英語学習における入試緊張・動機づけ・自己調整・学習意欲・学習時間の因果モデル

概要

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This study attempts to build a causal model with respect to English studies of Japanese senior high school students, comprising entrance examination anxiety, intrinsic and extrinsic motivation, self-regulation, willingness to study, and length of study hours. The original model hypothesized that (1) entrance examination anxiety predicts self-determined extrinsic motivation, (2) self-determined extrinsic motivation and intrinsic motivation affect each other to enhance willingness to study, which, in turn, affects study hour length and (3) both of these types of motivation predict use of self-regulation strategies, which, in turn, predicts willingness to study. The structural equation modeling (SEM) procedure using questionnaire data drawn from 681 senior high school third graders proved that the impact of self-regulation strategy use on willingness to study and study hour length is negligible, suggesting that it may only have temporary effects on subsequent learning. The remainder of the model was supported, indicating a positive impact of entrance examination anxiety on the motivational setup of high school English learners in Japan.
2011-11-30