A Study of Psycho-Social Self-Identity in Relation to Intrinsic Motivation and Active Learning

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  • Hatano Kai
    Graduate School of Education, Kyoto University Japan Society for Promotion of Science
  • Harada Shin
    Institute of Socio-Arts and Sciences, The University of Tokushima

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  • 大学生の主体的な学習を促す心理的要因としてのアイデンティティと内発的動機づけ：心理社会的自己同一性に着目して
  • ダイガクセイ ノ シュタイテキ ナ ガクシュウ オ ウナガス シンリテキ ヨウイン ト シテ ノ アイデンティティ ト ナイハツテキドウキズケ : シンリ シャカイテキ ジコ ドウイツセイ ニ チャクモク シテ

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The goals of this study were to examine the hypothesis that psycho-social self-identity has an effect on the active learning of students by mediating their intrinsic motivation for grades. A university sample of 131 freshmen, 264 sophomores and 279 juniors (N＝674) completed a questionnaire. First, based on mediational analysis, correlations showed that psycho-social self-identity, active learning of students, and intrinsic motivation were all positively correlated at all three years of college. Second, the results of multiple-population analysis showed that the hypothetical model (i.e., that psycho-social self-identity has an effect on the attitudes of students by mediating their intrinsic motivation for grades) fit the data regardless of college year. Finally, to examine the relationships among variables correctly, a boot strapping method revealed indirect effects of intrinsic motivation for all three groups. These results indicate that psycho-social self-identity and intrinsic motivation assume a crucial role in promoting the active learning of students.

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