In this study, we examined the longitudinal reciprocal relationships among mastery goals, autonomous motivation, and motivation instability. In the hierarchical model of motivation, mastery goal for overall course subject learning has been positioned at the contextual level, while autonomous motivation and motivation instability during a specific class session were positioned at the situational level. A longitudinal online survey of university students in five asynchronous online classes at a Japanese university was conducted at three time points in one semester. A total of 218 university students participated in the study. A cross-lagged panel model was constructed and analyzed by structural equation modeling. The results showed that the mastery goal at Time 1 was positively associated with autonomous motivation at Time 2. In addition, the mastery goal at Time 2 was positively associated with autonomous motivation at Time 3 and negatively associated with motivation instability at Time 3. These results indicate a top-down effect of mastery goal at the contextual level on situational motivation, which is located lower in the hierarchical model. Furthermore, autonomous motivation at Time 2 was positively associated with the mastery goal at Time 3. This indicates a bottom-up effect, in which contextual motivation, which is located higher in the hierarchical model, can be altered by situational motivation in the classroom. The results of the study clearly show a longitudinal reciprocal relationship between contextual level motivation and situational level motivation.

在这项研究中，我们研究了掌握目标、自主动机和动机不稳定性之间的纵向相互关系。在动机的层次模型中，整体课程科目学习的掌握目标被定位在情境层面，而特定课程期间的自主动机和动机不稳定则被定位在情境层面。对日本某大学五个异步在线课程的大学生在一个学期的三个时间点进行了纵向在线调查。共有218名大学生参与了这项研究。通过结构方程建模构建并分析了交叉滞后面板模型。结果表明，时间 1 的掌握目标与时间 2 的自主动机正相关。此外，时间 2 的掌握目标与时间 3 的自主动机正相关，与时间 3 的动机不稳定负相关。这些结果表明情境层面的掌握目标对情境动机的自上而下的影响，情境动机位于层次模型中的较低位置。此外，时间 2 的自主动机与时间 3 的掌握目标呈正相关。这表明存在自下而上的效应，其中在分层模型中位于较高位置的情境动机可以通过课堂中的情境动机来改变。研究结果清楚地显示了情境水平动机和情境水平动机之间的纵向相互关系。