著者

岡田 涼

出版者

日本パーソナリティ心理学会

雑誌

パーソナリティ研究 (ISSN:13488406)

巻号頁・発行日

vol.29, no.1, pp.27-30, 2020-05-07 (Released:2020-05-07)

参考文献数

12

被引用文献数

2

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The purpose of this study was to examine pre-service teachers’ perceived utility of autonomy support for motivation and academic performance. Undergraduates from a teacher training course (N=235) participated in the questionnaire-based study operated in a two-by-two between-subjects factorial design. The results showed that pre-service teachers perceived the autonomy support as more useful for motivation than academic performance and for elementary than junior high school children. Additionally, pre-service teachers with autonomous motivation perceived higher levels of utility of autonomy support. The congruence between empirical findings and pre-service teachers’ naive belief about motivation theory is discussed.