The role of family environment in children's self-regulated learning and internalization of motivation

本研究旨在探讨父母的动机风格（Ryan & Deci，2000）如何通过父母的支持（即动机的内化过程）影响儿童的自我调节学习（齐默尔曼& Schunk，2001; Schunk &齐默尔曼，2008）。以往的研究大多没有关注家庭环境在儿童自我调节学习和内化过程中的作用。研究一考察了家长自主学习动机、儿童学习信念、自我效能感与自主学习动机之间的关系。因此，母亲的自主动机可以被认为是通过内化过程特别影响儿童的学习信念。在第二项研究中，大学生和他们的父母完成了问卷，调查父母的动机风格和他们对学习的信念。特别是，他们对“战略”，“学习工作量”和“环境”的信念进行了检查。此外，本研究旨在阐明不同的父母支持是如何相关的。本研究所涵盖的支持类型为“自主支持”、“参与”、“温暖”、“学习支持”、“自我抑制支持”。这项研究是基于以前的研究模型（格罗尼克，瑞安，和德西，1991年）。儿童的自我调节学习包括自主学习动机、复述策略、认知策略和元认知策略的使用。结果表明，“自主支持”和“自我抑制支持”与儿童自我调节学习的不同方面有关。最后提出了家庭环境对儿童自主学习的重要作用。

The purpose of this study was to examine how parents' motivational styles (Ryan & Deci, 2000) would influence children's self-regulated learning (Zimmerman & Schunk, 2001; Schunk & Zimmerman, 2008) through the parents' support, that is, an internalization process of motivation. Most previous studies have not focused on the role of family environment in children's self-regulated learning and internalization process. In the first study, the relationships among parents' autonomous motivation, children's beliefs about learning, self-efficacy, and autonomous motivation were investigated. As a result, the mothers' autonomous motivation could be thought to especially influence children's beliefs about learning through an internalization process. In the second study, university students and their parents completed questionnaires, which examined parents' motivational styles and their beliefs about learning. In particular, their beliefs on "strategy", "study work-load" and "environment" were examined. In addition, this study aimed to clarify how different varieties of parental support are related. The types of support covered in this study are "autonomous support", "involvement", "warmth", "support for learning", and, "support for self-inhibition". This study was based on the model of previous research (Grolnick, Ryan, & Deci, 1991). Children's self-regulated learning included autonomous motivation, the use of rehearsal strategy, cognitive strategy, and metacognitive strategy. The main results indicated that "autonomous support" and "support for self-inhibition" were associated to different aspects of children's self-regulated learning. Suggestions for the significant role of family environment in children's self-regulated learning are provided.