課題価値評定尺度作成の試み An Attempt to Construct the Academic Task Values Evaluation Scale
Without consideration to personality development in adolescence and to value aspect of motivation, intrinsic motivation has been regarded by recent studies as most desirable within their own frameworks of learning motivation. This article reviews contemporary frameworks that reevaluates some extrinsic motivations, and attempts to construct a scale to measure the academic task values and then examines its reliability and construct validity. In study 1,a tentative version of the Academic Task Values Evaluation Scale, which was composed of 30 items classified into 5 subscales (interest value, 2 attainment values, and 2 utility values), was prepared. These items as task values expectancy were administered to 515 students in university, junior college and vocational school in May, and then 480 students answered same items as task values evaluation in July. The results support the factor structure of the scale and reveal satisfactory levels of internal consistency of 5 subscales (Cronbach alphas ranged from .84 to .95). In addition, 215 students completed both expectancy and evaluation of task values. This longitudinal data shows that the expectancy of each value correlates more positively with the evaluation of the same value than that of the other values. In study 2,the construct validity of the scale is supported by correlations with other constructs. All of task values are positively correlated with ability perception in the task performance and personal relevance. Perception of difficulty is negatively related to interest value, and positively to utility values, but it doesn't correlate significantly with attainment values.