Latent Profiles of Reading Motivation in Adolescent Native-Spanish-Speaker Multilingual Learners

Griffin, Robert; Mîndrilă, Diana; Farran, Lama K.

doi:10.1080/02702711.2021.2008073

Cited by 5 publications

(1 citation statement)

References 66 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For example, Ben‐Eliyahu et al (2018) showed that although self‐efficacy positively predicts overall engagement, it exerts a negative effect on affective engagement. Although various constructs of reading‐related motivation drive students to engage in reading, students' reading self‐concept and, by extension, their reading self‐efficacy are suggested to directly affect how they approach, and consequently succeed or fail at, reading tasks (Griffin et al, 2021).…”

Section: Conceptualisation and Dimensions Of Reading Engagementmentioning

confidence: 99%

Chinese adolescents' reading engagement profiles and their relations to self‐concept and reading literacy

Wang

2023

Journal Research in Reading

View full text Add to dashboard Cite

BackgroundPrevious studies on reading engagement have generally used variable‐centred approaches to examine whole‐sample averages. Few have assumed a person‐centred approach, especially latent profile analysis (LPA), to examine students' reading engagement profiles. Although one study employed LPA to identify the reading engagement profiles of Chinese adolescents, how engagement dimensions combine within individuals was not clear from its results.MethodsThis study used LPA to examine the reading engagement profiles of 12,058 Chinese adolescents based on their patterns of behavioural, cognitive and emotional engagement. Additionally, how profile membership relates to self‐concept and reading literacy was examined.ResultsFour reading engagement profiles were identified: engaged (moderate to high on all three dimensions), moderately engaged (moderate on all three dimensions), disengaged (low on all three dimensions) and moderately cognitively engaged (moderate cognitive engagement/low behavioural and emotional engagement). Students with a higher reading self‐concept were more likely to exhibit a pattern of moderate to high engagement. Students with higher engagement patterns attained higher reading achievement.ConclusionsChinese adolescents showed multiple reading engagement profiles that were differently related to self‐concept and reading literacy. Teachers should be aware of subgroups of students displaying different reading engagement patterns and be able to evaluate and then address them with appropriate instructional practices.

show abstract

Section: Conceptualisation and Dimensions Of Reading Engagementmentioning

confidence: 99%