Academic Motivation and Adjustment among Learners : An Examination Based on the Self-Determination Theory

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  • 学習者における学習動機づけと適応：自己決定理論に基づく検討
  • ガクシュウシャ ニ オケル ガクシュウドウキズケ ト テキオウ : ジコ ケッテイ リロン ニ モトズク ケントウ

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Abstract

Relations between motivation and adjustment among learners have attracted considerable interest. Self-determination theory has recently received attention as a useful framework to guide understanding the relations. The main purpose of this study was to examine relations between academic motivation and adjustment among learners based on self-determination theory. The secondary purpose was to develop a convenient measure of academic motivation based on the theory. 　In Study 1 on the development of a new academic motivation scale, participants were 157 college students (mean age 19.9 years old). Only 98 of them participated in two sessions separated by four weeks. Results showed adequate reliability and validity of 15-item academic motivation scale with five subscales to measure five regulatory styles in the self-determination theory (non-regulation, external regulation, introjected regulation, identified regulation, and intrinsic regulation). 　In Study 2 on the examination of the relations between academic motivation and adjustment among learners, participants were 200 college students (mean age 21.2 years old). They completed the academic motivation scale and questionnaires about learning-related satisfaction, efforts, self-efficacy, self-actualization, anxiety, interpersonal relationship, and general adjustment. The results showed that more self-determined motivation was positively correlated with academic adjustment, and less self-determined motivation was negatively correlated with academic adjustment. In addition, learners with autonomous motivation style showed better academic adjustment than those with heteronomous motivation style.

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