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  1. A200 教育学部/教育発達科学研究科
  2. A200b 紀要
  3. 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
  4. 51

高校生版・課題価値測定尺度の妥当性検討 : 自意識および達成動機との関連から

https://doi.org/10.18999/nupsych.51.117
https://doi.org/10.18999/nupsych.51.117
158e8da5-a7e0-46e3-a72e-19bf857e9dd2
名前 / ファイル ライセンス アクション
KJ00004191136.pdf KJ00004191136.pdf (879.9 kB)
Item type 紀要論文 / Departmental Bulletin Paper(1)
公開日 2007-04-03
タイトル
タイトル 高校生版・課題価値測定尺度の妥当性検討 : 自意識および達成動機との関連から
その他のタイトル
その他のタイトル A Validity Study of the Academic Task-Values Evaluation Scale for High School Students : Focusing on the Self-Consciousness and Achievement Motive.
著者 伊田, 勝憲

× 伊田, 勝憲

WEKO 86026

伊田, 勝憲

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Ida, Katsunori

× Ida, Katsunori

WEKO 86027

Ida, Katsunori

Search repository
キーワード
主題Scheme Other
主題 academic task-values
キーワード
主題Scheme Other
主題 high school students
キーワード
主題Scheme Other
主題 intrinsic motivation
キーワード
主題Scheme Other
主題 autonomy
キーワード
主題Scheme Other
主題 personality development
抄録
内容記述 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. The academic task values evaluation scale for undergraduates (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). Ida (2003) made the revised version of the academic task values scale, which consisted 24 items and was designed for high school students. In this paper, the relationships among self-consciousness (Sugawara, 1984), achievement motive (Horino, 1994), and task-values (learning motivation for English as a foreign language and mathematics) were investigated among public high school students (N=151) in order to study a construct validity of this scale. The results showed that public self-consciousness more positively related to all task-values than private self-consciousness and that achievement motive and several task-values positively correlated. The findings suggested that an aspect of autonomous/intrinsic learning motivation (as measured by the task-value scale) varied with not only the relationship between the goal of learners and the learning concert (Ida,2003) but also personality development in later adolescence.
内容記述タイプ Abstract
内容記述
内容記述 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。
内容記述タイプ Other
出版者
出版者 名古屋大学大学院教育発達科学研究科
言語
言語 jpn
資源タイプ
資源 http://purl.org/coar/resource_type/c_6501
タイプ departmental bulletin paper
ID登録
ID登録 10.18999/nupsych.51.117
ID登録タイプ JaLC
ISSN(print)
収録物識別子タイプ ISSN
収録物識別子 1346-1729
ISSN(Online)
収録物識別子タイプ ISSN
収録物識別子 2434-1258
書誌情報 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

巻 51, p. 117-125, 発行日 2004-12-27
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