著者

寺尾 香那子 中谷 素之 梅村 慶嗣

出版者

日本応用心理学会

雑誌

応用心理学研究 (ISSN:03874605)

巻号頁・発行日

vol.47, no.3, pp.190-199, 2022-03-31 (Released:2022-06-30)

参考文献数

27

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This research examined how teacher's intrinsic motivation for teaching affected learner's intrinsic motivation for learning topics through expectancy formation (i.e., social contagion of the motivation processes) and how this processes were moderated by learner's intrinsic motivation to enter university. We conducted a longitudinal survey of Japanese first-year undergraduates (N=637) within a half-year class. Multi-group structural equation modeling showed that learner's perception of the teacher's intrinsic motivation was positively related to learner's expectancy of learning topics and teaching, but this expectancy was positively related to later learner's intrinsic motivation only in the group with high intrinsic motivation to enter university. This research suggests that learner's individual differences such as intrinsic motivation to enter university might moderate social contagion of the motivation processes. In terms of motivating university students, it is important to provide opportunities for them to develop an interest in learning at university besides their academic performance among high school students.

著者

梅村 慶嗣 / 八木 真奈美 / 内田 いづみ ウメムラ ケイジ / ヤギ マナミ / ウチダ イヅミ Keiji / Yagi Manami / Uchida Izumi Umemura

雑誌

駿河台大学教育研究

巻号頁・発行日

no.1, pp.17-32, 2018