The
Relationship Between Motives for Ecience, Perceived Control, Achievement
Anxiety, and Self-Regulation in Junior High School Students
H. Yajima, J. Sato & K. Arai |
The
purpose of this study was to examine the relationship between motives
for science, perceived control, achievement anxiety, and self-regulation
in Japanese junior high school students using path analysis. One
hundred and ninety-seven seventh-graders were given questionnaires
on their perceptions of their motives for science, perceived control,
achievement anxiety, and self-regulation. Motives for science learning
were constructed with 4 subscales, i.e., mastery orientation, activity
orientation, reality orientation, and profit orientation. An exploratory
model composed of three levels; namely, students' personality traits
(perceived control and achievement anxiety) motives for science
self-regulation was examined. The result of path analysis showed
that the effect of perceived control motives for science self-regulation
was valid. It was revealed that students with high perceived control
possibly understood the content of school subjects and used the most
effective learning strategies through mastery orientation in motives
for science.
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