著者

大西 三佳子 志村 昭暢

出版者

一般社団法人大学英語教育学会

雑誌

Research bulletin of English teaching (ISSN:1880716X)

巻号頁・発行日

no.10, pp.75-93, 2013-02-22

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This correlational study examined the relationships among the four regulations of external motivation (i.e., integrated, identified, introjected, & external regulations) in Self-Determination Theory (Ryan & Deci, 2000), self-efficacy, metacognitive strategies, and perception of academic achievement. The participants were approximately one hundred private senior high school students. To collect the data for this study, we conducted a questionnaire survey of the four regulations of external motivation (Ryan & Connell, 1989), self-efficacy (Pintrich & DeGroot, 1990; Sakurai, 1987), metacognitive strategies (Ichihara & Arai, 2006), and perception of academic achievement (Sakurai, 1990). The results showed that the participants' integrated and identified regulations predicted their academic achievement in perception, but their self-efficacy and metacognitive strategies did not predict it. Practical implications were presented on the basis of Self-Determination Theory.