Structural Changes in Academic Motivation From Elementary School to University :

OKADA RYO

doi:10.5926/jjep.58.414

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小学生から大学生における学習動機づけの構造的変化
小学生から大学生における学習動機づけの構造的変化--動機づけ概念間の関連性についてのメタ分析
ショウガクセイカラダイガクセイニオケルガクシュウドウキズケノコウゾウテキヘンカドウキズケガイネンカンノカンレンセイニツイテノメタブンセキ
—動機づけ概念間の関連性についてのメタ分析—
A Meta-Analytic Review of Relations Among Motivational Constructs

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Description

Self-determination theory postulates multiple motivational constructs (external regulation, introjected regulation, identified regulation, and intrinsic motivation) along the autonomy-control dimension. The purpose of the present study was to use meta-analytic procedures to examine developmental changes in the relations among motivational constructs. From 27 articles gathered from a comprehensive literature review, 35 correlation matrices were collected. Students from elementary school, junior high school, senior high school, and university were compared. The population correlations among motivational constructs were estimated, and factor analyses were performed on the matrices of the estimated correlations in each group of students. The results showed that the correlations among motivational constructs varied with the students’ level of education. Controlled motivation (external regulation and introjected regulation) and autonomous motivation (identified regulation and intrinsic motivation) were relatively independent in the elementary school and university students, whereas all the motivational constructs were positively related in the junior and senior high school students. The important of educational instruction considering developmental differences in motivation was discussed.

Journal

The Japanese Journal of Educational Psychology

The Japanese Journal of Educational Psychology 58 (4), 414-425, 2010

The Japanese Association of Educational Psychology

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