Relations of Autonomy, Self-Referenced Beliefs, and Self-Regulated Learning among Japanese Children

Abstract

This study was designed to investigate relations among autonomy, self-referenced beliefs, and self-regulated learning for 356 elementary school children (180 boys and 176 girls) from Grades 5 and 6. They were asked to complete a questionnaire designed to measure four types of motivation, self-esteem, strategy beliefs, capacity beliefs, control beliefs, and values, three types of goal orientations, and three types of learning strategies. Four types of motivation (external, introjected, identified, and intrinsic regulations) were shown to conform to a simplex structure or ordered correlational structure. Correlations among scores on autonomy (four kinds of regulation) and on self-regulated learning and between scores on self-referenced beliefs and on self-regulated learning were examined. Finally, canonical correlation was used to investigate the relations between autonomy and learning and between beliefs and learning. Implications of the findings for the relations were discussed.

Self‐Regulation and the Problem of Human Autonomy: Does Psychology Need Choice, Self‐Determination, and Will?

“…We provide just a few examples. Yamauchi and Tanaka (1998) and Hayamizu (1997), in Japan, and Kim (2004), in South Korea, applied the SDT framework to assessments of autonomy in schoolchildren, finding that children who were lower in autonomy showed less motivation and interest, more superficial approaches to learning, and lower well-being. Chirkov, Ryan, Kim, and Kaplan (2003) asked people from four countries (Russia, United States, Turkey, and South Korea) to describe reasons why they would perform a variety of behaviors, including collectivistic and individualistic practices.…”

Are the benefits of autonomy satisfaction and the costs of autonomy frustration dependent on individuals' autonomy strength?

“…Third, individuals of various ages, from babies (e.g., Warneken & Tomasello, 2008) to late adults (Kasser & Ryan, 1999), were found to benefit from greater autonomy. Fourth, the cross-cultural role of autonomy has perhaps received the greatest attention, with both single-country (e.g., Yamauchi & Tanaka, 1998) and multi-country (e.g., Chen, Van Assche, et al, 2015) studies indicating that autonomy satisfaction yields positive outcomes for individuals in nations with very different cultural backgrounds. Finally, most recently, individuals' personality traits were considered as potential moderators (Hagger, Koch, & Chatzisarantis, 2015;Mabbe, Soenens, Vansteenkiste, & Van Leeuwen, 2016).…”

The Motivational Outcomes of Psychological Need Support among Pre-Service Teachers: Multicultural and Self-determination Theory Perspectives

“…Studies have shown that SDT is applicable in traditional collectivistic societies, for example, South Korea (Jang et al, 2009), Japan (Yamauchi and Tanaka, 1998), Turkey (Chirkov et al, 2003), and the Bedouin community (Kaplan et al, 2014). Recent studies have compared students from different cultural backgrounds and revealed that the psychological mechanism that links basic psychological needs and motivation is similar across cultures (Chen et al, 2015;Ginevra et al, 2015).…”