Demotivation in academic reading during teacher training

Abstract

Background: In this study, we analyse the process of academic reading demotivation in elementary preservice teachers. Academic reading motivation is conceptualised from the Expectancy-Value Theory, with the respective eponymous dimensions as well as interest, attainment, utility, and cost as subcomponents for task value. Methods: These motivational variables were measured by the Escala Motivacional por la Lectura Académica (Academic Reading Motivation Scale). Analysis focused on confirming the demotivation process organised by four different educational motivation profile types (clusters), as well as by cohorts. Participants were a total of 785 elementary preservice teachers from seven Chilean universities, both public and private, from six regions of Chile, enrolled in the first, third and last years of their programme. This population was tested, with a subsample (n = 295) retested the following year. Results: Results show a concentration of negative motivational changes in the "school motivation" group, as well as changes during the first years of the programme. The more affected dimensions are utility and cost. There is no evidence for changes in feeling of competence for academic reading (expectancy). Conclusions: We conclude the importance of focusing efforts on avoiding these negative motivational changes in students that demonstrate three key characteristics: they want to become primary teachers, they are engaged in their studies, and finally, they want to work in the school system.

Male and female Indonesian EFL undergraduate students’ metacognitive strategies in academic reading: planning, monitoring and evaluation strategies

“…Nonetheless, the ultimate goal of this academic reading is comprehension. This goal is achieved if the students can muster their background knowledge to interpret the passage within the proper context (Muñoz & Valenzuela, 2020;Singh, 2019). However, even young adults sometimes have difficulties in comprehending complex passages (Ahmed et al, 2016).…”

Do pupils at research-informed schools actually perform better? Findings from a study at English schools

“…But instead of using data or evidence, research findings indicate that school leaders and practitioners reportedly prefer to rely on intuition during databased decision-making (Vanlommel et al, 2017), which is prone to confirmation bias and mistakes (Fullan, 2007;Dunn et al, 2019). Moreover, even though teachers and school leaders report to read professional literature regularly (VanLeirsburg and Johns, 1994;Lankshear and Knobel, 2004;Broemmel et al, 2019), there appears to be a strong preference for practical or guidance journals with no or only limited evidence orientation (Hetmanek et al, 2015;Rochnia and Gräsel, submitted), This inclination appears to be rather stable, as it is already observed in initial teacher education (Muñoz and Valenzuela, 2020;Kiemer and Kollar, 2021). Furthermore, Coldwell (2022) draws the conclusion that research use among English teachers is rather low; a result that is comparable to reports from educational systems all over the world (Malin et al, 2020).…”

Reading Modalities of Teachers From La Araucanía, Chile: What Can We Learn From Their Teaching Practices?

“…In fact, it has been noted that as students advance through the grades, positive attitudes towards reading decline along with their reading achievement and that there is a gender gap in favor of girls (Errázuriz et al, 2018;Latorre, 2014;Orellana & Baldwin, 2018). Likewise, there is evidence regarding the difficulties and low performance that students in initial teacher training programs have in literacy (Errázuriz, 2019;Muñoz & Valenzuela, 2020).…”