Relationship Between Motivational Regulation Strategies and Learning Behavior : Reasons for Decrease in Learning Motivation

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  • UMEMOTO Takatoyo
    PhD Professional Office, Nagoya University:Graduate School of Education and Human Development, Nagoya University
  • TANAKA Kenshiro
    Graduate School of Education and Human Development, Nagoya University:Japan Society for the Promotion of Science

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  • 動機づけ調整方略と学習行動の関連 : 学習意欲の低下理由を考慮した検討
  • ドウキズケ チョウセイ ホウリャク ト ガクシュウ コウドウ ノ カンレン : ガクシュウ イヨク ノ テイカ リユウ オ コウリョ シタ ケントウ

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Abstract

This study examined the use of motivational regulation strategies and the relationship between motivational regulation strategies and learning behavior in two situations likely to produce decreased learning motivation: when the learning topic is perceived as being difficult, and when it is boring or uninteresting. Learning behavior included the use of cognitive strategies, persistence in learning, and behavioral engagement. Two types of questionnaire were created, asking students to imagine that their motivation had been decreased by either the topic's being too difficult or its being boring. The questionnaires were randomly distributed to undergraduates from four universities. The data of 327 undergraduates was analyzed. The results of a t-test indicated no significant mean differences between the two learning situations for any strategy. The results of a multiple regression analysis indicated motivational regulation strategies related to the dependent variables when motivation was decreased due to the topic's being boring compared to its being too difficult. In particular, autonomous regulation strategy related to all the dependent variables. In light of the present findings, the relationship between motivational regulation strategies and learning behavior was discussed.

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