@article{oai:nagoya.repo.nii.ac.jp:00002567,
 author = {速水, 敏彦 and HAYAMIZU, Toshihiko and 田畑, 治 and TABATA, Osamu and 吉田, 俊和 and YOSHIDA, Toshikazu},
 journal = {名古屋大學教育學部紀要. 教育心理学科},
 month = {Dec},
 note = {Since April in 1995,the class of the school subject named as integrated human science has been begun in a junior and senior high school in order to enhance the students' learning motivation. Integrated human science implies the special school subject that has close relaton with actual human life and that integrates all the ordinary school subjects such as sciences and social studies. Because every students would recognize necessity of learning integrated human science from the viewpoint of task with reality, it is expected that the students increase learning motivation not only for the subject itself but also for ordinary school subject while they are studying it. It is the main purpose of this study to evidence the changes in motivation. In addition, we aim at examining the relations between motivation and other variables such as grade, sex, and academic achievements. At the beginning and the end of school year, the scale measuring four kinds of motivation which are external, introjected, identified, intrinsic motivation for integrated human science and five main ordinary school subjects was administered to all the students belonging from seventh to twelfth grade. Also academic achievements for each school subject were obtained at the end of the school year. Data analyses were conducted separating the subjects' group by grade. Main results were as follows : (1) Although the ninth graders showed increase of identified and intrinsic motivation both for integrated human science and for ordinary school subjects and the twelfth graders indicated decrease of external and introjected motivation as expected, other graders did not change motivation toward our expected direction. (2) Against our expectation, motivation for integrated human science was significantly lower than motivation for ordinary school subjects. In general, learning motivation tend to decrease with grade. Sex differences were found in identified motivation for integrated human science, that is, female students indicated higher identified motivation than did male students. (3) Concerning academic achievements, regression analysis revealed that external motivation for integrated human science predicted low academic achievements in some graders. On the contrary, identified motivation predicted high academic achievements. As another point, academic achievements for integrated human science showed the highest correlations with those for Japanese and housemaking, and the lowest ones with those for mathematics and physical education., 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 = {23--35},
 title = {<原著>総合人間科の実践による学習動機づけの変化},
 volume = {43},
 year = {1996}
}