Relations of Autonomy, Self-Referenced Beliefs, and Self-Regulated Learning among Japanese Children

This study was designed to investigate relations among autonomy, self-referenced beliefs, and self-regulated learning for 356 elementary school children (180 boys and 176 girls) from Grades 5 and 6. They were asked to complete a questionnaire designed to measure four types of motivation, self-esteem, strategy beliefs, capacity beliefs, control beliefs, and values, three types of goal orientations, and three types of learning strategies. Four types of motivation (external, introjected, identified, and intrinsic regulations) were shown to conform to a simplex structure or ordered correlational structure. Correlations among scores on autonomy (four kinds of regulation) and on self-regulated learning and between scores on self-referenced beliefs and on self-regulated learning were examined. Finally, canonical correlation was used to investigate the relations between autonomy and learning and between beliefs and learning. Implications of the findings for the relations were discussed.

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