@article{oai:nagoya.repo.nii.ac.jp:00001657,
 author = {安藤, 史高 and ANDO, Fumitaka},
 journal = {名古屋大学大学院教育発達科学研究科紀要. 心理発達科学},
 month = {Dec},
 note = {The purpose of this study is to investigate the effects of self-determination awareness perception of autonomy-support and on motivation for English learning. One hundred forty-nine undergraduates completed a questionnaire that measured motivation for English learning, perception of autonomy-support, student's and teacher's priority of English skill and self-determination awareness. The results showed that self-determination awareness was negatively correlated with external regulation, but not correlated with identified and intrinsic regulation. Moreover, when the social context was autonomy-supportive, students who reported high self-determination awareness were perceived the context as autonomy-supportive, and perceived as non-autonomy-supportive in the less autonomy-supportive context. However, students with low self-determination awareness reported low perception of autonomy-support whether the social context was autonomy-supportive or not. These results suggest a significant effect of self-determination awareness on perception of autonomy-support, 国立情報学研究所で電子化したコンテンツを使用している。},
 pages = {73--81},
 title = {自己決定意識が自律性支援の認知・動機づけに及ぼす影響},
 volume = {48},
 year = {2001}
}