Effect of learning motivation and self-efficacy on learning strategies

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  • 学習動機と自己効力感が学習行動におよぼす影響
  • ガクシュウ ドウキ ト ジコ コウリョクカン ガ ガクシュウ コウドウ ニ オヨボス エイキョウ

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The present study considers autonomous (self-determined) motivation and self-efficacy in relation to undergraduate students' academic learning. 112 (47 men and 65 women) Japanese undergraduate students participated. The structural equation modeling suggested that intrinsic motivation is the most important factor for adaptive self-regulatory learning. However self-efficacy may function as an important factor to guide learning processes for individuals who are in a state of extrinsic types of motivation. Selfefficacy perceived by students with identified regulation influenced the learning strategies they adopted; self-efficacy for academic achievement positively related to deep processing strategy, whereas self-efficacy for controlling behavior to surface processing strategy. The results of the relation between introjected regulation and selfefficacy suggested that the beliefs that one can understand the materials and achieve good grades stimulates learning motivation of the students with introjected regulation, and these students' perceived capability to carry out a variety of self-regulatory behaviors promote their learning behaviors.

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