A Study on the Factors Facilitating Internalization Processes of Motivation

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On the bases of a new theory that extrinsic and intrinsic motivation are not antagonistic, but continuous from the view of autonomy, the scale measuring four motivations such as external, introjectied, identified and intrinsic motivation was made and examined on its validity and reliability. On the other hand, relatedness, approval, setting high value on learning and autonomy support were assumed as the factors of adults that influences on changes in students' motivation. These concepts imply the ways how the educators interact with students. It is considered that these factors facilitate the removal from heteronomous motivation to autonomous motivation. In other words, internalization processes of motivation would be moved up to more autonomous steps by such factors. The present study aimed at making clear the relationships between teachers and parents' factors and students' motivation, however, instead of teachers and parents' behaviors toward students as their factors, the perceived those by students were measured. Using both longitudinal and crosssectional methods, the relationships were examined in the elementary school and junior high school students. Although it was suggested that four teachers' factors influence more or less on internalization of students' motivation as expected, the functional differences in these factors was not clear.