Autonomous Motivation in Learning Activities With Friends

OKADA RYO

doi:10.5926/jjep1953.56.1_14

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Other Title

友人との学習活動における自律的な動機づけの役割に関する研究
ユウジントノガクシュウカツドウニオケルジリツテキナドウキズケノヤクワリニカンスルケンキュウ

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Abstract

The purpose of the present study was to examine relations between friendship and learning in terms of learning activities with friends, based on a model that assumed that autonomous motivation for learning and friendship influences satisfaction through some types of learning activities with friends. The list of learning activities with friends, developed on the basis of a preliminary survey, included help-seeking, help-giving, reciprocal learning, and opportunities to learn. Junior high school students (N=430) completed a questionnaire. The results were as follows: (1) help-seeking was related to autonomous motivation for friendship and satisfaction with friendship; (2) help-giving was associated with autonomous motivation for learning and satisfaction for learning; (3) autonomous motivation for friendship was related to reciprocal learning, which, in turn, predicted satisfaction with both friendship and learning; and (4) opportunity to learn was associated with autonomous motivation for learning, but had no relation to satisfaction.

Journal

The Japanese Journal of Educational Psychology

The Japanese Journal of Educational Psychology 56 (1), 14-22, 2008

The Japanese Association of Educational Psychology

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