The DOI matches its Crossref record; 20 of the 20 references it cites were found in a registry or an index.
Autonomous Motivation and Meta-Cognitive Strategies as Predictors of Academic Performance: Does Intrinsic Motivation Predict Academic Performance ?
Open accessAbstract
本研究の目的は, 中学生における内発的な学習動機づけと同一化的な学習動機づけの学業成績に対する影響の相違を検討することであった。特に, メタ認知的方略との関連に着目し, 学業成績に対する影響の相違について, 本研究では, 以下の仮説を立てた。それらは(1) 内発的な学習動機づけは学業成績を予測しないのではないか, (2) 同一化的な学習動機づけはメタ認知的方略を介して学業成績を予測するであろう, であった。研究1では自己決定理論に基づく学習動機尺度が作成され, 尺度の信頼性と妥当性が確認された。研究2ではパス解析により因果モデルが作成され, 仮説が支持された。本研究の結果より, 学業成績に対する同一化的な学習動機づけの重要性が示唆された。
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
The source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“Nishimura et al. [64] confirmed the factorial and construct validity of this measure and the internal consistency and test–retest reliability of each subscale.”
From Benefits of mindfulness in academic settings: trait mindfulness has incremental validity over motivational factors in predicting academic affect, cognition, and behavior (2022) · cites this paper as [64]
Experimental — accuracy not yet measured
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Applied Multiple Regression/Correlation Analysis for the Behavioral Sciences
Cohen, P., Cohen, P., West, S. G., & Aiken, L. S. (2014) · Psychology Press eBooks · doi:10.4324/9781410606266 · Cited by 20,870
Motivational and self-regulated learning components of classroom academic performance.
Pintrich, P. R., & De Groot, E. V. (1990) · Journal of Educational Psychology · doi:10.1037/0022-0663.82.1.33 · Cited by 8,332
Perceived locus of causality and internalization: Examining reasons for acting in two domains.
Ryan, R. M., & Connell, J. P. (1989) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.57.5.749 · Cited by 3,311
The Academic Motivation Scale: A Measure of Intrinsic, Extrinsic, and Amotivation in Education
Vallerand, R. J., Pelletier, L. G., Blais, M. R., Brière, N., Senécal, C. B., & Vallières, É. F. (1992) · Educational and Psychological Measurement · doi:10.1177/0013164492052004025 · Cited by 2,890
Vallerand, R. J., Pelletier, L. G., Blais, M. R., Brière, N., Senécal, C. B., & Vallières, É. F. (1993) · Educational and Psychological Measurement · doi:10.1177/0013164493053001018 · Cited by 759
Burton, K. D., Lydon, J. E., D’Alessandro, D. U., & Koestner, R. (2006) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.91.4.750 · Cited by 442
Latent Motivational Change in an Academic Setting: A 3-Year Longitudinal Study.
Otis, N., Grouzet, F. M. E., & Pelletier, L. G. (2005) · Journal of Educational Psychology · doi:10.1037/0022-0663.97.2.170 · Cited by 430
Evaluating existing and new validity evidence for the Academic Motivation Scale
Fairchild, A. J., Horst, S. J., Finney, S. J., & Barron, K. E. (2004) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2004.11.001 · Cited by 372
Patrick, B. C., Skinner, E. A., & Connell, J. P. (1993) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.65.4.781 · Cited by 307
Social context, student's motivation, and academic achievement: Toward a process model
Guay, F., & Vallerand, R. J. (1996) · Social Psychology of Education · doi:10.1007/bf02339891 · Cited by 300
Research works printed but not linked: 2
- Deci, E. L., & Ryan, R. M. (Eds.) (2002). Handbook of self-determination research. Rochester, NY : University of Rochester Press.
- Koestner, R., & Losier, G. F. (2002). Distinguishing three ways of being internally motivated : A closer look at introjection, identification, and intrinsic motivation. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 101-122). Rochester, NY : University of Rochester Press.
Cited by
Sorted by citations
The Associations of Intergroup Interactions and School Racial Socialization with Academic Motivation
Byrd, C. M. (2014) · The Journal of Educational Research · doi:10.1080/00220671.2013.831803 · Cited by 140
Nishimura, T., & Sakurai, S. (2016) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2016.11.004 · Cited by 49
Self-citationKuroda, Y., Yamakawa, O., & Ito, M. (2022) · BMC Psychology · doi:10.1186/s40359-022-00746-3 · Cited by 37
Guo, H., Zhou, Z., Ma, F., & Chen, X. (2024) · Heliyon · doi:10.1016/j.heliyon.2024.e32588 · Cited by 38
Combette, L. T., Camenen, E., Rotgé, J., & Schmidt, L. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.752650 · Cited by 17
Metadata
- Authors
- NISHIMURA, T., KAWAMURA, S., & SAKURAI, S.
- Affiliations
- University of Tsukuba (JP)
- Waseda University (JP)
- ORCID
- NISHIMURA, TAKUMA
- Venue
- The Japanese Journal of Educational Psychology
- Published
- 2011
- Volume
- 59
- Issue
- 1
- Pages
- 77-87
- ISSN
- 0021-5015 (ISSN-L)
- 2186-3075
- OpenAlex
- W2329795405
- Cited by
- 30
- References
- 20
- Citations by year
- 2026: 2 · 2025: 2 · 2024: 4 · 2023: 1 · 2022: 3 · 2021: 3 · 2020: 1 · 2019: 1 · 2018: 2 · 2017: 2 · 2016: 1 · 2015: 1 · 2014: 2 · 2013: 2 · 2012: 2
- FWCI
- 2.48
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- The Japanese Journal of Educational Psychology (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
- Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- autonomous motivation, amotivation, metacognitive strategies, academic performance, junior high school students, self-determination theory, scale development, causal models
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
