The purposes of this study were: 1) to
modify the Exercise Motivation Scale (EMS: Fujita, Sato, & Moriguchi, 2010)
which has its theoretical basis on self-determination theory (SDT) in order to
adapt it to the academic field; 2) to confirm the factor structure of every
subscale of Academic Performance Motivation Scale (APMS) (the revised version
of EMS); 3) to evaluate the relationship between the students’ motivation
styles for academic activities and their psychological well-being; and 4) to examine
the relationship between motivation styles and academic achievement level,
using data from self-report questionnaire results obtained from 162 college
students in Japan. The 26 items in EMS were modified to accommodate to the
academic activities, and all of them were adopted in APMS after confirming the
content validity. Single-factor structure of all six subscales: Intrinsic
Motivation, Integrated Regulation, Identified Regulation, Introjected
Regulation, External Regulation, and A-Motivation, was confirmed by CFA. Mental
health impairment, academic stress, and perceived social support were applied
as indices of psycho-logical well-being. To assess the academic achievement
level, the respondents were asked whether they had had to retake at least one
examination and/or re-peat a year during the last twelve months. Consistent
with SDT, the motivation styles with higher levels of autonomy and integration
were related to high perceived social support. On the contrary, the motivation
styles with lower levels of autonomy and integration were related to poor
mental health, in-creased academic stress, and low perceived social support. It
was not concluded whether academic achievement is related to motivation style.
References
[1]
Baker, S. R. (2004). Intrinsic, Extrinsic, and Amotivational Orientations: Their Role in University Adjustment, Stress, Well-Being, and Subsequent Academic Performance. Current Psychology, 23, 189-202. https://doi.org/10.1007/s12144-004-1019-9
[2]
Deci, E. L. (1996). Why We Do What We Do. Understanding Self-Motivation. New York: Penguin Books.
[3]
Deci, E. L., & Ryan, R. M. (2000). The “What” and “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry, 11, 227-268. https://doi.org/10.1207/S15327965PLI1104_01
[4]
Evans, C., Connell, J., Barkham, M., Margison, F., McGrath, G., Mellor-Clark, J., & Audin, K. (2002). Towards a Standardized Brief Outcome Measure: Psychometric Properties and Utility of the CORE-OM (Clinical Outcomes in Routine Evaluation-Outcome Measure). British Journal of Psychiatry, 180, 51-60. https://doi.org/10.1192/bjp.180.1.51
[5]
Evans, C., Mellor-Clark, J., Margison, F., Barkham, M., Audin, K., Connell, J., & McGrath, G. (2000). CORE: Clinical Outcomes in Routine Evaluation. Journal of Mental Health, 9, 247-255. https://doi.org/10.1080/713680250
[6]
Fujita, T., Sato, Y., & Moriguchi, T. (2010). A Study of Exercise Motivation Based on Self-Determination Theory. Bulletin of the Faculty of Education, Kagoshima University. Cultural and Social Science, 61, 61-71. (In Japanese)
[7]
George, M., Eys, M. A., Oddson, B., Roy-Charland, A., Schinke, R. J., & Bruner, M. W. (2013). The Role of Self-Determination in the Relationship between Social Support and Physical Activity Intentions. Journal of Applied Social Psychology, 43, 1333-1341. https://doi.org/10.1111/jasp.12142
[8]
Guay, F., Chanal, J., Ratelle C. F., Marsh, H. W., Larose, S., & Boivin, M. (2010). Intrinsic, Identified, and Controlled Types of Motivation for School Subjects in Young Elementary School Children. British Journal of Educational Psychology, 80, 711-735. https://doi.org/10.1348/000709910X499084
[9]
Huang, H., Lv, W., & Wu, J. (2016). Relationship between Intrinsic Motivation and Undergraduate Students’ Depression and Stress: The Moderating Effect of Interpersonal Conflict. Psychological Reports, 119, 527-538. https://doi.org/10.1177/0033294116661512
[10]
Iwasa, H., Gondo, Y., Masui, Y., Inagaki, H., Kawaai, C., Otsuka, R., Suzuki, T. et al. (2007). Reliability and Validity of the Japanese Version of the Multidimensional Scale of Perceived Social Support among Middle-Aged and Elderly People Living in a Japanese Community. Journal of Health and Welfare Statistics, 54, 26-33. (In Japanese)
[11]
Ministry of Education, Culture, Sports, Science and Technology (2019). Report on School Basic Survey in 2019. (In Japanese) https://www.mext.go.jp/content/20191220-mxt_chousa01-000003400_1.pdf
[12]
Ministry of Education, Culture, Sports, Science and Technology (2016). Report on Student Withdraw Dropout and Leave of Absence. (In Japanese) https://www.mext.go.jp/b_menu/houdou/26/10/__icsFiles/afieldfile/2014/10/08/1352425_01.pdf
[13]
Ryan, R. M., & Deci, E. L. (2000). Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being. American Psychologist, 55, 68-78. https://doi.org/10.1037/0003-066X.55.1.68
[14]
Ryan, R. M., & Grolnick, W. (1986). Origins and Pawns in the Classroom: Self-Report and Projective Assessment of Individual Differences in Children’s Perceptions. Journal of Personality and Social Psychology, 50, 550-558. https://doi.org/10.1037/0022-3514.50.3.550
[15]
Uji, M., Sakamoto, A., Adachi, K., & Kitamura, T. (2012). Psychometric Properties of the Japanese Version of the Clinical Outcomes in Routine Evaluation—Outcome Measure. Comprehensive Psychiatry, 53, 600-608. https://doi.org/10.1016/j.comppsych.2011.09.006
[16]
UNESCO Institute for Statistics (2013). International Standard Classification of Education. Fields of Education and Training 2013 (ISCED-F 2013) Detailed Field Descriptions.
[17]
Winnicott, D. W. (1958). The Maturational Processes and the Facilitating Environment. London: Karnac Books.
[18]
Zimet, G. D., Dahlem, N. W., Zimet, S. G., & Farley, G. K. (1988). The Multidimensional Scale of Perceived Social Support. Journal of Personality Assessment, 52, 30-41. https://doi.org/10.1207/s15327752jpa5201_2
