Takamichi Ito

Kyushu University | Kyudai · Faculty of Human-Environment Studies

This study investigates the validity of path models in which interpersonal motivation positively predicts behavioral, emotional, and cognitive engagement, and behavioral engagement positively predicts superior performance in collaborative learning in university classes. The path model was tested using structural equation modeling. The results of th...

This study examined socially shared regulation of learning (SSRL) and motivation processes in a collaborative learning task that required creativity using the ICT tool of mind mapping. Thirty university students formed three groups, collaborating face-to-face to generate creative ideas. The following results were obtained from qualitative and quant...

This study quantitatively and qualitatively examined socially shared regulation processes in peer tutoring. Participants were 22 teacher-candidate university students assigned to 11 peer-tutoring pairs. Peer tutoring included two sessions, in which one student was the tutor and another the tutee. Participants completed a socially shared regulation...

Self‐regulated learning theory assumes that self‐regulated learning appears as a socially shared phenomenon with collaborative processes, but there is little research focused on self‐regulation, co‐regulation, and socially shared regulation of “motivation for collaborative activity.” This study aimed to examine how previous performance level and mo...

This longitudinal study examined the relationship between self-efficacy, intrinsic value, and emotional engagement during one semester of university. Self-report questionnaires were administered three times to 217 undergraduates at the three universities. The results of the cross-lagged panel model indicated that intrinsic value at time 1 was a pos...

This study examined the relationships among regulation strategies, emotional and behavioral engagement, and academic achievement. Regulation strategies included metacognitive and motivational regulation strategies. Motivational regulation strategies have three subtypes: autonomous regulation strategies, cooperative strategies, and performance strat...

This longitudinal study examined the relationship between self-efficacy, intrinsic value, and emotional engagement during one semester of university. Self-report questionnaires were administered three times to 217 undergraduates at the three universities. The results of the cross-lagged panel model indicated that intrinsic value at time 1 was a pos...

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...

This study investigated how classroom goal structures (mastery and performance goal structures) related to intrinsic motivation and peer modeling focusing on teachers’ promoting interaction as a classroom level mediator. Authors tested multilevel mediational models with a sample of 1212 Japanese elementary and junior high school students from 43 cl...

The term " academic contingency of self-worth" refers to the degree to which one's sense of self-worth is based on academic achievement. Past studies that examined relations between academic contingency of self-worth and academic outcomes have had inconsistent results. The present study used hierarchical linear modeling (HLM) to examine how classro...

The present study was designed to assist in the development of geography lessons for the second year of junior high school by applying the theoretical framework of conflict maps (Tsai, 2000) to learning about Japan from a global perspective. Effects of teaching strategies using conflict maps on cognitive and motivational changes were explored with...

The present study was designed to assist in the development of geography lessons for the second year of junior high school by applying the theoretical framework of conflict maps (Tsai, 2000) to learning about Japan from a global perspective. Effects of teaching strategies using conflict maps on cognitive and motivational changes were explored with...

The two main purposes of the present study were to construct the self-motivational strategies scale for junior high school students, and to examine the validity of the scale. In the first study, from the result of factor analysis on the data of 449 students, eight subscales were constructed, and differences in subscale scores between grades were fo...

The purpose of this study was to investigate the relationships among self-efficacy, causal attributions and learning strategy in an academic achievement situation. The Self-Regulated Learning Strategies, self-efficacy and intrinsic value scales developed by Pintrich and De Groot (1990) were translated into Japanese and administered to 251 junior hi...