「学習意欲と脱意欲質問紙(LMNQ)」の内的構造の分析と尺度化の試み利用統計を見る

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(1)「学習意欲と脱意欲質問紙(LMNQ)」の内的構造の分析と尺度化の試み著者著者別名雑誌名巻号ページ発行年 URL. 杉山憲司 Kenji SUGIYAMA 東洋大学社会学部紀要 40 3 89-108 2003-03 http://id.nii.ac.jp/1060/00003135/. Creative Commons : 表示 - 非営利 - 改変禁止 http://creativecommons.org/licenses/by-nc-nd/3.0/deed.ja.

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(382) 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.

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「学習意欲と脱意欲質問紙(LMNQ)」の内的構造の分析と尺度化の試み 利用統計を見る

「学習意欲と脱意欲質問紙(LMNQ)」の内的構造の分析と尺度化の試み利用統計を見る