This study examined an integrative model for assessing students’ learning experience of foreign and native languages at Japanese junior high schools. The integrated model consisted of perceived control, regulation of motivation, and perceptions of instruction. The hypothetical support and harm of instruction for students’ motivations and beliefs was the focus of the pilot study and the broader research programme. As a preliminary step towards longitudinal analyses, the integrative model and its individual constructs were also assessed for construct validity and reliability; interrelationships along with year-end subject achievement were examined. Results support the integrated model as generally fitting well Japanese junior high school and specifically fitting language education. Correlative results for English language learning were theoretically consistent and comparable to past findings in other domains and cultural contexts. The practical implications of the findings and future directions for research in this area are discussed.
本研究は、中学校における言語学習に関する動機付けと指導のモデルを評価したものである。このモデルは認知制御（perceived control）、動機の調整（ regulation of motivation）、指導の認識（perceptions of instruction）を基に、概念の妥当性や信頼性、内的関係性が検証された。その結果、中学校の言語学習に適していることが明らかになった。言語学習の相関的結果は、他領域及び他文化における過去の研究結果と一致していた。調査結果及び本研究分野における今後の方向性について論じた。
