<原著>学習動機に関する一研究

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書誌事項

タイトル別名
  • <ORIGINAL ARTICLE>A STUDY OF MOTIVES FOR LEARNING
  • 学習動機に関する一研究
  • ガクシュウ ドウキ ニ カンスル イチケンキュウ

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Recently a great interest has been put on motivation in the classroom. But several kinds of motives which were assumed in a large number of the motivational studies were various and they were confused. Then, we were necessary to examine definitely what kinds of motives children had in fact. It was a main purpose of this study. Also, there were two additional purposes : examining the difference of the motives by sex and age, and making clear the relation between each motive and the academic achievements. For the sake of these purposes, we developed a new questionnaire to measure the motives in children's learning situation. All the items in the questionnaire were expressed about why children were motivated to learn mathematics. The questionnaire was administered to 4th, 6th and 7th graders. The index of academic achievements of mathematics was obtained from the teachers who were in charge of 4th and 7th graders. Main results were as follows : (1) A factor analysis of the data yielded three factors. They were identified as approval-oriented, reality-oriented and understanding-oriented motive. The approval-oriented motive meant that children studied for the purpose of getting approval and avoiding refusal from their teachers and parents. The reality-oriented motive implied that children studied with intention of getting good academic achievements and having happy lives in the future. The understanding-oriented motive signified that children studied so as to be absorbed in a task and to take delight in understanding. (2) The 6th graders showed the strongest approval-oriented motive of all the graders. The sex difference of the approval-oriented motive was statistically significant, that is, the boys' group had stronger approval-oriented motive than the grils' group. The understanding-oriented motive decreased with ages. (3) In the case of the 7th graders, the approval-oriented motive was negatively related to the academic achievements. Also, a positive relation between the reality-oriented motive and the academic achievements was shown in the boys' group. On the other hand, the understanding-oriented motive was positively associated with the academic achievements in the girls' group.

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