@article{oai:nagoya.repo.nii.ac.jp:00001760,
 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 = {Traditional studies on learning motivation emphasized importance of intrinsic motivation in which learning was goal itself. However, recent studies estimated some extrinsic motivations as highly self-determined. The theory of task-value (Eccles & Wigfield, 1985) is suitable for evaluating an aspect of extrinsic motivation and instrumentality as autonomous learning motivation. Academic task values evaluation scale for college students (Ida, 2001) consisted of 30 items divided into five task-values (interest value, private attainment value, public attainment value, and two utility values for the employment and for the occupational practice). Participants (N = 183) were public high school students in the general education course (N = 146) and the science and mathematics course (N = 37). In this study, 24 items was prepared for high school students. The result showed the reliability of five subscales (Cronbacka =.84～.92) and the constructive validity of this scale. All task-values, ability perception, and personal relevance of English language leaning were positively related to each other. Interest value was negatively correlated to perception of task difficulty., 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 = {71--81},
 title = {高校生版・課題価値測定尺度の作成 : 英語における学習動機づけを例に},
 volume = {50},
 year = {2003}
}