Students' Motivation and Engagement Predict Reading Achievement Differently by Ethnic Group.

Autor: Whitney SD; a Educational, School and Counseling Psychology , University of Missouri , Columbia , Missouri, USA., Bergin DA; a Educational, School and Counseling Psychology , University of Missouri , Columbia , Missouri, USA.
Jazyk: angličtina
Zdroj: The Journal of genetic psychology [J Genet Psychol] 2018 Nov-Dec; Vol. 179 (6), pp. 357-370. Date of Electronic Publication: 2018 Dec 08.
DOI: 10.1080/00221325.2018.1527754
Abstrakt: The authors examined Grade 3 and Grade 5 teacher-rated classroom engagement and student self-reported motivation for reading as predictors of reading achievement. They investigated the patterns of prediction of achievement for three racial/ethnic groups (White, Black, and Hispanic) and five levels of socioeconomic status (SES) in a combined within-group model. Groups were created by crossing race/ethnicity with SES to form 15 independent groups for each grade level. Results indicated that self-reported motivation was a significant predictor of reading achievement mainly for White third-grade students; teacher-reported engagement was a better predictor for all racial/ethnic groups for both Grade 3 and Grade 5 reading achievement. Results show higher achievement for White and higher-SES students compared with non-White and lower-SES students.
Databáze: MEDLINE
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