- 著者
- 臼田 悦之 志村 昭暢 横山 吉樹
- 出版者
- 北海道英語教育学会
- 雑誌
- HELES journal (ISSN:13476343)
- 巻号頁・発行日
- no.12, pp.21-35, 2012
- 著者
- 臼田 悦之 志村 昭暢 横山 吉樹
- 出版者
- 北海道英語教育学会
- 雑誌
- HELES journal (ISSN:13476343)
- 巻号頁・発行日
- no.13, pp.3-20, 2013
- 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
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.