Gender Differences in the Reading Motivation of Adults with Low Literacy Skills

Frijters, Jan C.; Brown, Emily; Greenberg, Daphne

doi:10.1002/9781119261407.ch3

Cited by 7 publications

(7 citation statements)

References 46 publications

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“…By researching a specific skill, Murtafi'ah & Putro (2020) also found that females higher attitude in both academic and recreational reading than males. A similar pattern was also recorded by Frijters et al (2019) that reading motivation and reading performance were affected by gender disparities. Another study (Akdemir, 2019) employed a mini AMTB to determine the students' willingness to learn and revealed that females have a more meaningful willingness to listen L2.…”

supporting

confidence: 80%

Investigating Gender Differences on the Students’ Attitudes and Motivation toward English Learning

Sabiq¹,

Arwi²,

Khusna³

et al. 2021

Engl. Franca acad. j. of Engl. lang. and educ.

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Some researchers have researched to explore the effects of gender differences on learning outcomes. However, the interrelatedness of gender differences to attitudes and motivation needs to explore and investigate more. Thus, this study aimed to investigate the students' attitudes toward the English language and their motivation toward English language teaching based on gender differences in a state junior high school in Banyumas Regency, Central Java, Indonesia. There were 38 male and 32 female students who participated in this research. This research used a survey adapted from the Attitude/Motivation Test Battery (AMTB) and interviews in collecting the data. The researchers employed descriptive statistics and MANOVA for quantitative data and the Miles and Huberman model for qualitative data analysis. The findings showed a significant difference and effect of gender differences on the students' attitudes and motivation. Both male and female students revealed moderately high attitudes and motivation. However, female students showed a higher average score of the survey result. Less practice in real-life communication and limited exposure was the reason why the male students' have lower results in their attitudes and motivation toward English learning. Thus, providing authentic materials and exposure became some of the key points to improve meaningful learning experiences.

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supporting

confidence: 80%

Investigating Gender Differences on the Students’ Attitudes and Motivation toward English Learning

Sabiq¹,

Arwi²,

Khusna³

et al. 2021

Engl. Franca acad. j. of Engl. lang. and educ.

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“…Upon the examination of numerous sources, there seems to be a persistent reading motivation advantage associated to females over males in both children and adolescents (Schwabe et al,2015;McGeown et al, 2015) as females demonstrate more motivation to read than males do (Wigfield et al,2016;Pecjak & Peklaj, 2006); they demonstrate more stability in reading attitude (Kush, & Watkins, 1996); they enjoy reading more than males (Merisuo-Storm, 2006); and they are more likely to describe themselves as enthusiastic readers (Twist et al, 2004). In a similar fashion, research affirms that women tend to show higher intrinsic reading motivation scores as studies with a focus on adults show that gender disparities in reading motivation during childhood persist through adulthood as well (Frijters et al, 2019).…”

Section: Reading Motivation Language Learning and Gender Differencesmentioning

confidence: 89%

“…Reading is a motivated behavior (Aarnoutse & Schellings, 2003) and reading motivation demonstrates a specific interest for reading (Guthrie et al, 2006) that activates reading behavior (Aarnoutse & Schellings, 2003). Definitions of reading motivation generally converge as they describe conceptually one phenomenon-in spite of the fact that there is a lack of clarity in terms of motivational constructs definition, which often creates confusion between terms (Frijters et al, 2019;Conradi et al, 2014;Schiefele et al, 2012).…”

Section: Reading Motivationmentioning

confidence: 99%

The Relationship between Self-esteem and Reading Motivation: Moroccan EFL University Students as a Case Study

Bouih

Benattabou

2021

IJLLT

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This study aims primarily to investigate the relationship between Self-esteem (SE) and Reading Motivation (RM) among EFL university students in Morocco. Another aim of this research is to examine the role of gender in shaping this relationship. A questionnaire on SE, RM and socio-biographical data was completed by one hundred and eighty (N = 180) participants of undergraduate and graduate levels. Bivariate statistical analyses showed low significant correlational results using standardized summed scores of SE and RM. Moderately significant results have been observed based on SE and RM factors extracted using Principal Component Analysis (PCA) after both constructs were shown to have acceptable internal consistency. Using structural equation modeling (SEM), we evaluated a direct effect measurement model to investigate the unidirectional impact of SE on RM and its concordance with the structural model. Corresponding results revealed acceptable goodness-of-fit indexes indicating the validity of the structural model and demonstrating a positive effect of SE on RM. The examination of gender-based scores showed that there was no significant difference between males and females both in SE and RM.

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“…An additional limit regarding the sample size is the unbalanced sex ratio that is biased towards females (only 15%, were males). Sex disparities have been shown in reading performance and motivation with females performing better than males (Frijters, Brown, & Greenberg, 2019). This sex difference may have played a role in the motivation to participate in this study.…”

Section: Limitationsmentioning

confidence: 99%

Reading Comprehension Abilities in the Anglophone Aging Population with Post-Secondary Education

Bérubé

Laurence²

2021

DRHJ

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Literacy skills such as reading comprehension are essential in order to understand written information and complete daily tasks. Low literacy skills are common in the aging population thus affecting quality of life, independence and social integration. Reading comprehension is a complex activity that requires processing at many different levels. According to Kintsch’s construction-integration model, three levels of representations of a text must be achieved in order to fully comprehend a text. Previous studies often considered the aging population as a single group and compared this group to young adults. However, few studies examined the variability in reading comprehension abilities within the aging population. Studies examining the variability in the construction of a situation model in older adults are even more scarce. The main objective of this study is to examine the effect of age on reading comprehension abilities at the surface model, text-based model and situation model in the aging population with high education level. Participants were recruited in northern Ontario and were grouped into three age intervals (60-69 years; 70-79 years; ≥ 80 years). Participants’ cognitive functions were assessed using the Montreal Cognitive Assessment (MoCA) and health literacy was assessed using the Short Test of Functional Health Literacy in Adults (STOFHLA). Reading comprehension abilities were evaluated using the Woodcock Reading Mastery Tests - third edition (WRMT-III) as well as the Gray Oral Reading Test – fifth edition (GORT5). Results indicated no significant differences in performance of reading comprehension abilities among the three age groups at the surface level, text-based level, and situation model level of reading comprehension. These findings suggest no age-related effect on reading comprehension abilities in adults with high levels of education. The lack of differences observed may be explained by the absence of differences in cognitive functions between the three age groups as well as the high level of education which may have acted as a protective factor. Future studies should examine reading comprehension in Anglophone adults with lower levels of education to better understand whether education is a protective factor against a decline in reading comprehension abilities in the aging population.

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Gender Differences in the Reading Motivation of Adults with Low Literacy Skills

Cited by 7 publications

References 46 publications

Investigating Gender Differences on the Students’ Attitudes and Motivation toward English Learning

Investigating Gender Differences on the Students’ Attitudes and Motivation toward English Learning

The Relationship between Self-esteem and Reading Motivation: Moroccan EFL University Students as a Case Study

Reading Comprehension Abilities in the Anglophone Aging Population with Post-Secondary Education

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