Nishimura Takuma, Sakurai Shigeo
Graduate School of Comprehensive Human Sciences, University of Tsukuba, Tennodai, Tsukuba 305-8572, Japan.
Shinrigaku Kenkyu. 2013 Feb;83(6):546-55. doi: 10.4992/jjpsy.83.546.
This study examined changes in academic motivation among elementary and junior high school students. Based on self-determination theory (Ryan & Deci, 2000a), we focused on changes in autonomous and controlled motivation. In Study 1, we examined inter-individual changes in academic motivation among 5th to 9th grade students (N = 1 572) through a cross-sectional study. In Study 2, we examined intra-individual changes in academic motivation among students (N = 128) who were in transition from elementary to junior high school through a longitudinal study. All participants completed the Academic Motivation Scale (Nishimura, Kawamura, & Sakurai, 2011) that measured autonomous and controlled motivation. The results revealed that autonomous motivation decreased in the students from elementary to junior high school, while controlled motivation increased during the same period. This is a unique finding because a prior study conducted in a Western culture suggested that both motivations decrease gradually in school.
本研究考察了中小学生学术动机的变化。基于自我决定理论（Ryan & Deci，2000a），我们重点关注自主动机和受控动机的变化。在研究1中，我们通过横断面研究考察了五至九年级学生（N = 1572）学术动机的个体间变化。在研究2中，我们通过纵向研究考察了从小学升入初中的学生（N = 128）学术动机的个体内变化。所有参与者都完成了测量自主动机和受控动机的学术动机量表（西村、川村和樱井，2011）。结果显示，从小学到初中，学生的自主动机下降，而受控动机在同一时期增加。这是一个独特的发现，因为先前在西方文化中进行的一项研究表明，在学校这两种动机都会逐渐下降。
