A Study on the Factors Facilitating Internalization Processes of Motivation

促进动机内化过程的因素研究

• 批准号: 07610121
• 负责人: HAYAMIZU Toshihiko
• 金额: $ 1.09万
• 依托单位: School of Education, Nagoya University
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 1995
• 资助国家: 日本
• 起止时间: 1995 至 1996
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-07610121/
• 关键词: Intrinsic Motivation,; Extrinsic Motivation,; Internalization Processes,; Autonomy,; Teachers' Factors

On the bases of a new theory that extrinsic and intrinsic motivation are not antagonistic, but continuous from the view of autonomy, the scale measuring four motivations such as external, introjectied, identified and intrinsic motivation was made and examined on its validity and reliability. On the other hand, relatedness, approval, setting high value on learning and autonomy support were assumed as the factors of adults that influences on changes in students' motivation. These concepts imply the ways how the educators interact with students. It is considered that these factors facilitate the removal from heteronomous motivation to autonomous motivation. In other words, internalization processes of motivation would be moved up to more autonomous steps by such factors. The present study aimed at making clear the relationships between teachers and parents' factors and students' motivation, however, instead of teachers and parents' behaviors toward students as their factors, the perceived those by students were measured. Using both longitudinal and crosssectional methods, the relationships were examined in the elementary school and junior high school students. Although it was suggested that four teachers' factors influence more or less on internalization of students' motivation as expected, the functional differences in these factors was not clear.

基于从自主性的角度来看，外在动机与内在动机不是对立的，而是连续的新理论，制作了衡量外在动机、内投动机、认同动机和内在动机四种动机的量表，并检验了其效度和信度。另一方面，关联性、认可、高度重视学习和自主支持被认为是影响学生动机变化的成人因素。这些概念意味着教育者如何与学生互动的方式。人们认为这些因素有助于从他律动机转向自主动机。换句话说，动机的内化过程将通过这些因素提升到更自主的步骤。本研究旨在明确教师和家长的因素与学生动机之间的关系，然而，并不是以教师和家长对学生的行为作为因素，而是测量学生的感知行为。使用纵向和横向方法，对小学生和初中生的关系进行了研究。尽管有人认为四个教师因素或多或少地影响了学生动机的内化，但这些因素的功能差异尚不清楚。

项目成果

速水敏彦: "総合人間科の実践による学習動機づけの変化" 名古屋大学教育学部紀要-教育心理学科-. 43巻. 23-35 (1996)

Toshihiko Hayami：“通过综合人类研究的实践改变学习动机”名古屋大学教育学院通报 - 教育心理学卷 43. 23-35 (1996)。

速水敏彦: "誌上シンポジウム:外発的動機づけと内発的動機づけの間" 名古屋大学教育学部紀要-教育心理学科-. 43巻. 1-21 (1996)

速水俊彦：“期刊研讨会：外在动机与内在动机之间”名古屋大学教育学部通报 - 教育心理学系 43. 1-21 (1996)。

速水敏彦: "外発と開発の間に位置する達成動機づけ" 心理学評論. 38巻2号. 171-193 (1996)

Toshihiko Hayami：“位于外在与发展之间的成就动机”，《心理学评论》，第 38 卷，第 2 期，171-193（1996 年）。

Toshihiko Hayamizu: "Between intrinsic and extrinsic motivation : Examination of reasons for academic study based on the theory of Internalization" Journal of Psychological Research. 39巻2号(in press). (1997)

Toshihiko Hayamizu：“内在动机和外在动机之间：基于内化理论的学术研究原因”，《心理学研究》第 39 卷，第 2 期（出版中）。

Toshihiko Hayamizu: "Achievement motivation located between extrinsic and intrinsic motivation." Japanese Psychological Review. vol38,2. 171-193 (1996)

早水俊彦：“成就动机位于外在动机和内在动机之间。”