| Project/Area Number |
16K02924
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Research Field |
Foreign language education
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| Research Institution | Waseda University (2017-2018)
Fukuoka University of Education (2016) |
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Principal Investigator |
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| Research Collaborator |
Fryer Luke
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| Project Period (FY) |
2016-04-01 – 2019-03-31
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| Project Status |
Completed (Fiscal Year 2018)
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| Budget Amount *help |
¥2,470,000 (Direct Cost: ¥1,900,000、Indirect Cost: ¥570,000)
Fiscal Year 2018: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2017: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2016: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
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| Keywords | motivation / secondary school / foreign language / junior high school / achievement / Motivation / Foreign language / Junior high school / Achievement / Secondary School / EFL / National Language / Mathematics / Self-concept / Longitudinal model / Classroom climate / Longitudinal Analysis / Latent Transition / English |
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| Outline of Final Research Achievements |
The results of this study indicate that Japanese junior high school students developed higher external and lower intrinsic motivation. In all three subjects investigated (mathematics, Japanese, and English) students displayed a greater sense of external control at the end of the three years of study. Prior research has indicated this same trend, indicating that these results are generally consistent with previous theory. According to longitudinal variable-centered models, teachers' support improved students' self-efficacy and intrinsic motivation in all three subjects. In mathematics and Japanese, these psychological variables then had a positive impact on students' grades, while no relationship between these variables and achievement were found in English. Further person centered studies indicated that motivation to learn English and Japanese in schools overlapped strongly, indicating that the motivation to learn languages in school may be highly related.
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| Academic Significance and Societal Importance of the Research Achievements |
These results offer an important indication for teachers in junior high school. When students receive appropriate teacher support, they feel more competent, motivated, and thus learn more. Further, these results indicate that the motivation to learn English and Japanese do not strongly differ.
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