LMNQ LMNQ,, A Structural Analysis of Learning Motivation and Negative Learning Motivation Questionnaire (LMNQ) and a Trial of Standardization Kenji SUGIYAMA I,, student apathy a-motivation, * *21*,1, * 89
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LMNQ IV LMNQ LMNQ, LMNQ -. LMNQ LMNQ, LMNQ immediate determinants distal variables Adamopoulos and Kashima 333 - a. Adamopoulos, J. & Kashima, Y. 333 Social Psychology and Cultural Context. SAGE Publications. 331 TAT 105
.*-- (,, ) Beck. A.T., Weissman, A., Lester, D. and Trexler, L. 31. The measurement of pessimism : The hopelessness scale. Journal of Consulting and Clinical Psychology,.,, 20 20/. 33, Hettema, J. & Kenrick, D. T. 33, Models of person-situation interaction. In Caprara & G. L. Van Heck (Eds.) Modern personality psychology : Critical reviews and new directions. Harvester Kazdin, A.E., French, N.H., Unis, A.S., Esveldt-Dawsan, K. and Sherick, R.B. 32- Hopelessness, depression, and suicidal intent among psychiatrically disturbed inpatient children. Journal of Consulting and Clinical Psychology, /,.*. /*. 33-,* 323 0* -*. -. 33,,2 *- *2. 33* 33,,.*,/.3.,, Cloninger., -3.2.,, Amos, 106
LNMQ Abstract A Structural Analysis of Learning Motivation and Negative Learning Motivation Questionnaire (LMNQ) and a Trial of Standardization Kenji SUGIYAMA The purpose of this study is ) to make learning motivation and negative learning motivation questionnaire (LMNQ),,) to analyze characteristics of internal structure of the Questionnaire, and, -) to clarify scale characteristics such as basics statistic value (norm score), reliability (stability), concurrent validity. The first study was conducted to construct the LMNQ senior high school / university version with high school students (N,-1) and university students (N,1,). The results of exploratory factor analysis (maximum likelihood method, promax rotation) were as follows : three negative learning motivation factors including lack of e$cacy expectancy, negative mood, and competition avoidance, and four learning motivation factors including feeling of e$cacy by social comparison, autonomous mastery orientation, existence of social chance, and happy experience. The second study was conducted to construct the LMNQ primary school / junior high school version with primary school children (N 2*) and junior high school children (N,2). The results of exploratory factor analysis (maximum likelihood method, promax rotation) were as follows : three negative learning motivation factors including learned helplessnes and competition avoidance, negative mood, and achievement goal absence, and three learning motivation factors including feeling of task achievement, feeling of social support, and feeling of e$cacy by social comparison. To inspect a result of second order factor analysis, the confirmatory factor analysis was carried out by observed variables with a factor score. As the goodness of the model was satisfied, the learning motivation and negative learning motivation questionnaire were decided as the LMNQ standard. In addition, as a result of having examined internal consistency by an a coe$cient of Cronbach, concurrent 107
.*-- (,, ) validity of coexistence between the Hoplessness Scale Japanese version and the self-esteem standard of Rosenberg, the propriety of the LMNQ standard was confirmed. From the above-mentioned result, the LMNQ standard was considered to be e#ective to get a clue of screening and coping behavior of learning motivation and negative learning motivation. 108