Effective Study Skills for Helplessness by Motivational Types: Constructing a Coping Model during the Test of Junior High School Students

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  • 動機づけタイプによる学習スキルの無気力への効果
  • 動機づけタイプによる学習スキルの無気力への効果--中学生のテスト期間におけるコーピングモデルの作成
  • ドウキズケ タイプ ニ ヨル ガクシュウ スキル ノ ムキリョク エ ノ コウカ チュウガクセイ ノ テスト キカン ニ オケル コーピング モデル ノ サクセイ
  • ―中学生のテスト期間におけるコーピングモデルの作成―

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Abstract

The purpose of the present study was to construct a coping model during the test and to clear effective study skills in order to reduce helplessness from the viewpoint of motivational types. Participants were junior high school students (N=875, in grades 7-8). Based on the self-determination theory (Deci & Ryan, 2002), students were classified into three groups; autonomous group, heteronomous group, and low motivational group. Multi-group analysis revealed different path structures on three groups. The results showed that it was effective to use (1) meta-cognitive for autonomous group, (2) suitable skills to individuals and positive thinking for heteronomous group, and (3) repetition-focus skills for low-motivational group. These findings suggested that intervention should be adjusted to motivational types.

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