@article{oai:nagoya.repo.nii.ac.jp:00005934,
 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. 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., 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 = {117--125},
 title = {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},
 volume = {51},
 year = {2004}
}