Affirming and undermining motivations for reading and associations with reading comprehension, age and gender

Autor:	Amos van Gelderen, Ron Oostdam, Roel van Steensel
Přispěvatelé:	Language, Literature and Communication, Network Institute, Educational Sciences (RICDE, FMG), Educational and Developmental Psychology
Jazyk:	angličtina
Rok vydání:	2019
Předmět:	Reading motivation media_common.quotation_subject Psychological intervention 050105 experimental psychology Education Developmental psychology Reading (process) Developmental and Educational Psychology 0501 psychology and cognitive sciences adolescents low achievers media_common Self-efficacy reading motivation 05 social sciences 050301 education Variance (accounting) Moderation reading comprehension Test (assessment) Reading comprehension Psychology (miscellaneous) Psychology 0503 education SDG 4 - Quality Education
Zdroj:	Journal of Research in Reading, 42(3-4), 504-522. Wiley-Blackwell Journal of Research in Reading, 42(3-4), 504-522. Wiley-Blackwell Publishing Ltd van Steensel, R, Oostdam, R & van Gelderen, A 2019, ' Affirming and undermining motivations for reading and associations with reading comprehension, age and gender ', Journal of Research in Reading, vol. 42, no. 3-4, pp. 504-522 . https://doi.org/10.1111/1467-9817.12281
ISSN:	0141-0423
DOI:	10.1111/1467-9817.12281
Popis:	BackgroundThere has been an increasing interest in negative or ‘undermining’ motivations for reading. In this study, we aimed to strengthen knowledge on the validity of the distinction between affirming and undermining motivations. First, we examined whether the structure of a questionnaire based on this distinction could be confirmed. Second, we examined the predictive value of undermining motivations for reading comprehension. Third, we studied moderator effects of gender and age.MethodsWe administered a reading motivation questionnaire and a reading comprehension test to 324 low‐achieving adolescents. The questionnaire included items on affirming and undermining motivations for school and leisure time reading: intrinsic motivation and avoidance, self‐efficacy and perceived difficulty.ResultsConfirmatory factor analyses supported the assumed structure of the questionnaire. Undermining motivations, particularly perceived difficulty, explained unique variance in reading achievement. Gender and age did not moderate effects of motivational variables.ConclusionsEducators need to be aware of the role of undermining motivations. Future research should examine if interventions can lead to the reduction of such motivations.
Databáze:	OpenAIRE
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