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Takamichi ITO Last modified date：2023.04.20

Associate Professor / Department of Psychology
Department of Human Sciences
Faculty of Human-Environment Studies


Graduate School
Department of Behavioral and Health Sciences
Graduate School of Human-Environment Studies
Undergraduate School
School of Education


Homepage
https://kyushu-u.pure.elsevier.com/en/persons/takamichi-ito-2
　Reseacher Profiling Tool　Kyushu University Pure
Academic Degree
Ph.D.
Field of Specialization
Educational Psychology, Psychology of Teaching and Learning
Research
Research Interests
  • Psychological processes of learners and educators in diverse educational contexts
    keyword : diverse educational contexts, psychological processes，human growth
    2018.10～2023.03.
  • Empirical research on self-regulation and socially shared regulation of learning
    keyword : learning of self-regulation, socially shared regulation, motivation for learning, teaching, learning support
    2017.04～2022.03.
Academic Activities
Reports
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Papers
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1. 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.
2. 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.
3. 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.
4. 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.
5. 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.
6. 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.
7. 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..


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