@article{oai:nagoya.repo.nii.ac.jp:00001710, author = {伊田, 勝憲 and IDA, Katsunori}, 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 = {This paper is divided to three sections. First, the hierarchical models of learning motivation (Sakurai, 1997; Vallerand, 1997) are outlined. Those models, which consist of several levels from global (personality) to situational motivation, are simple and easy to use but fail to understand the contextual level of learning motivation. Second section suggests that the subjective task-values perspective (Eccles & Wigfield, 1985) is useful to grasp the context of learning situations. Many studies on learning motivation are based on the self-determination theory (Deci & Ryan, 1985), but which omits the personal meanings of learning activity. In the third, the future orientations of task-values study in learning motivation are showed. For one thing, achievement motivation should be adopted as global level of motivation to consider the various aspects of autonomous motivation (Hayamizu, 1998) in learning situations. And for another, self-narrative perspective (Enomoto, 1999) enables holistic and idiographic research about context that provides learning situations or tasks with values and meanings., 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 = {65--76}, title = {学習動機づけの統合的理解に向けて : 課題価値研究の意義と今後の方向性}, volume = {49}, year = {2002} }