高等学校における英語学習者の外発的動機づけの調整スタイル・自己効力感・メタ認知方略と学習成績の自己評価との関連(創刊10周年記念号)

概要

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This correlational study examined the relationships among the four regulations of external motivation (i.e., integrated, identified, introjected, & external regulations) in Self-Determination Theory (Ryan & Deci, 2000), self-efficacy, metacognitive strategies, and perception of academic achievement. The participants were approximately one hundred private senior high school students. To collect the data for this study, we conducted a questionnaire survey of the four regulations of external motivation (Ryan & Connell, 1989), self-efficacy (Pintrich & DeGroot, 1990; Sakurai, 1987), metacognitive strategies (Ichihara & Arai, 2006), and perception of academic achievement (Sakurai, 1990). The results showed that the participants' integrated and identified regulations predicted their academic achievement in perception, but their self-efficacy and metacognitive strategies did not predict it. Practical implications were presented on the basis of Self-Determination Theory.
2013-02-22