Horino, M., & Ichikawa, S. (1997). Learning Motives and Strategies in High-School Students’ English Learning. Japanese Journal of Educational Psychology, 45, 140-147.
https://doi.org/10.5926/jjep1953.45.2_140

has been cited by the following article:

• TITLE: Three-Year Longitudinal Survey of Changes in Consciousness about English in Junior High School Students and its Relationship with Academic Achievement

  AUTHORS: Kohei Okado, Noriyuki Kida

  KEYWORDS: English Education in Junior High School, Evidence-Based Education, Students’ Interest and Quality of Learning, Correlation between Consciousness and Academic Achievement about English, Adolescence

  JOURNAL NAME: Psychology, Vol.10 No.2, February 1, 2019

  ABSTRACT: This study explored correlation between changes of consciousness and academic achievement about English across the 3 years on junior high school in Japan. The purpose of this study was to develop and assess the item of consciousness about English in junior high school. For that reason, a 3-year longitudinal survey of exploratory factor analysis was conducted, which extracted three factors: “Interest score”, “Quantitative learning score” and “Quality of learning score”. Then, correlation between the three factors and academic achievement was investigated. Results indicated that Interest score and Quality of learning score have a strong correlation with academic achievement for English and the Quantitative learning score had a weak correlation with academic achievement. In mathematics education, there was a strong correlation between interest in the 1st-year and academic achievement (Okado et al., 2019), whereas in English, there was a strong correlation between interest from the 2nd-year to 3rd-year, and academic achievement. These results suggest that educational activities focusing on the consciousness about English are useful for improving English education of junior high school students.