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Providing and receiving of autonomy support promotes self-efficacy and value for group activities in university and the workplace. |
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Reciprocal Path Model of Autonomous Motivation and Motivational Regulation: Socially Shared Regulation in Intellectual Group Activities
Self- and social regulation are widely expected to increase autonomous motivation; however, few empirical studies have examined the reciprocal influences of autonomous motivation and motivational regulation. This study examined the reciprocal path model between autonomous motivation and three modes of motivational regulation (self-, co-, and socially shared regulation) in intellectual group activities by comparing university students with working adults. The participants were 181 university students and 295 working adults who completed an online questionnaire consisting of psychological measurements. With respect to autonomous motivation and the three modes of motivational regulation, a bidirectional model of university students and working adults was established and statistically analyzed on the basis of two time points of data, one month apart (T1 and T2). The hypothesized path model had a good fit through a multi-group structural equation modeling analysis. Autonomous motivation at T1 positively predicted socially shared regulation, co-regulation, and self-regulation at T2, one month later, for both groups. However, the three modes of regulation did not positively or significantly predict autonomous motivation in either group. Considering the reciprocal influences of autonomous motivation and motivational regulation, we discuss the necessity of implementing these practices in universities and workplaces.. |
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Takamichi Ito, Takatoyo Umemoto, Examining the causal model between socially shared regulation of motivation, engagement, and creative performance, Thinking Skills and Creativity, 10.1016/j.tsc.2023.101288, 48, 101288-101288, 2023.03, The purpose of this study was to hypothesize and validate a path model with the following sequence of variables: three regulation modes of intrinsic motivation, three aspects of engagement, and creative performance. ...... Based on the findings of the path model, the desirable direction of educational practice in the future was discussed. |
| 4. |
Takamichi Ito, Takatoyo Umemoto, Examining the causal relationships between interpersonal motivation, engagement, and academic performance among university students, PLoS ONE, 10.1371/journal.pone.0274229, 17, 9, 2022.09. |
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Takamichi Ito, Takatoyo Umemoto, Socially Shared Regulation and Performance in Group Work on Creativity Tasks: Analyzing Regulation Utterances, Journal of Education and Learning, 10.5539/jel.v11n4p74, 11, 4, 2022.06. |
| 6. |
Takamichi Ito, Takatoyo Umemoto, Exploring Socially Shared Regulation Processes in Peer Tutoring: Focusing on the Functions of Tutor Utterances, Journal of Educational and Developmental Psychology, 10.5539/jedp.v12n1p1, 12, 1, 1-13, 2021.12. |
| 7. |
Takamichi Ito, Takatoyo Umemoto, Self‐Regulation, Co‐Regulation, and Socially Shared Regulation of Motivation for Collaborative Activity: Comparison Between University Students and Working Adults (Advance online publication), Japanese Psychological Research, 10.1111/jpr.12337, 2021.04. |
| 8. |
Takatoyo UMEMOTO, Takamichi ITO, The Relationship between Self-Efficacy, Intrinsic Value, and Emotional Engagement: Using a Cross-Lagged Panel Model, Educational Technology Research, 39, 1, 145-154, 2016.12. |
| 9. |
Relation between classroom social goal structures and academic motivations: Peer learning as a mediator
The present research examined the process by which classroom social goal structures (prosocial and compliance goal structures) are related to the academic motivations of elementary school children. In Study 1, a Classroom Social Goal Structure Scale was developed, and its reliability and validity tested. Participants were elementary school 5th and 6th graders (N =289). The scale was found to be internally consistent, and it showed a moderate to high correlation with other classroom environment scales. Study 2 examined whether classroom social goal structures were related to academic motivations (intrinsic motivation and self-efficacy)mediated by academic-related peer interactions (i.e., peer learning). Participants were elementary school 5th and 6th graders (N = 3,609)from 117 classrooms in 23 schools. The data were analyzed by multilevel structure equation modeling (MLSEM) at both student and classroom levels. At both levels,prosocial goal structure was found to be related to academic motivations,mediated by peer learning. Compliance goal structure was shown to have a small but significant mediational effect,but only at the student level. The discussion dealt with educational implications of the results.. |
