ニホンジン ノ セイネンキ コウキ ニオケル ガクシュウシャ オートノミー シツモンシ カラ エラレタ スコア ノ シンリ ソクテイガクテキ トクセイ

This paper reports on a study on the Learner Autonomy Questionnaire (Shimo, 2008). The 18-item model to which Japanese high school students (N = 478) responded did not fit the model hypothesized by Shimo when tested using confirmatory factor analysis as the method. Following this, a new and abbreviated eight-item model was arrived at through a posteriori analysis (including the use of modification indexes). This was executed by examining the fit of the two subscales (the Orientation Toward Improving Learning Environment scale and the Orientation Toward Reflective Learning scale) first. These were then recombined in a correlated two-scale model with further minor adjustments then made. The final model, which fit the data very well (a posteriori), was abbreviated but rescued the theoretical structure of the original model offered by Shimo. Implications for abbreviation, evidence for validity and further research are discussed.