A Study on the Factors Facilitating Internalization Processes of Motivation

基于自主性视角下的外在动机和内在动机不是对立的，而是连续的这一新理论，编制了测量外在动机、内向动机、认同动机和内在动机四种动机的量表，并对其进行了效度和信度检验。另一方面，关联性、认可性、对学习的高度重视和自主支持被认为是成人影响学生动机变化的因素。这些概念隐含着教育者与学生互动的方式。研究认为，这些因素有助于从他律动机向自主动机转变。换句话说，动机的内化过程将被这些因素提升到更自主的步骤。本研究旨在弄清教师和家长因素与学生动机的关系，但测量的是学生对学生的感知行为，而不是教师和家长对学生的行为。本研究采用纵向和横向相结合的研究方法，考察了小学和初中生之间的关系。尽管有研究表明，四个教师因素对学生动机内化有不同程度的影响，但这些因素之间的功能差异并不明显。

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.