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How do Teacher Structure and Autonomy-support Affect Learners’ Perceived Psychological Needs, Engagement and English Proficiency?
https://doi.org/10.34603/0000002516
https://doi.org/10.34603/000000251667b55121-c54a-4ca8-bcef-4a9b2ab6c5e5
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
74-1 (8).pdf (1.3 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2025-04-04 | |||||
| タイトル | ||||||
| タイトル | How do Teacher Structure and Autonomy-support Affect Learners’ Perceived Psychological Needs, Engagement and English Proficiency? | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| ID登録 | ||||||
| ID登録 | 10.34603/0000002516 | |||||
| ID登録タイプ | JaLC | |||||
| アクセス権 | ||||||
| アクセス権 | open access | |||||
| アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||
| 著者 |
宮迫, 靖静
× 宮迫, 靖静 |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | This study investigated how teacher structure and autonomy-support in English instruction affect learners’ perceived needs, engagement and English proficiency for Japanese learners of English, as well as how relevant variables are related, in the framework of the self-system model of motivational development (SSMMD). A survey was conducted with university students (n = 84) in the 2021 fall semester in western Japan. The questionnaire in a 6-point-Likert-scale (k = 55) retrospectively inquired into variables in three components of SSMMD, i.e., teacher (k = 20), self-perceptions (k = 12), engagement (k = 22), in their senior high English classes, and English proficiency (k = 1) at their entrance into university. The data were examined with correlation, SEM and path analyses, mainly showing: (a) teacher autonomysupport predicts learners’ perceived needs, engagement and English proficiency in this order for Japanese learners of English; and (b) teacher structure affects them more than autonomy-support in a causal relationship of teacher structure, learners’ perceived competence, cognitive engagement and English proficiency in this order. | |||||
| 書誌情報 |
ja : 福岡教育大学紀要. 第一分冊, 文科編 en : Bulletin of University of Teacher Education Fukuoka. Part Ⅰ. Language and Literature 号 74, p. 87-104, 発行日 2025-03-10 |
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| ISSN | ||||||
| 収録物識別子タイプ | PISSN | |||||
| 収録物識別子 | 0286-3219 | |||||
| 出版タイプ | ||||||
| 出版タイプ | VoR | |||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||
| 出版者 | ||||||
| 出版者 | 福岡教育大学 | |||||
