Motivation, Needs Support, and Language Arts Classroom Practices: Creation and Validation of a Measure of Young Adolescents’ Perceptions

Abstract

Early adolescence is a critical time for examining academic motivation, specifically motivation to read. To support self-determined motivation to read, students' needs for competence, autonomy, and relatedness must be met within the classroom context. Because classroom instructional practices are a key component of adolescents' daily experiences in the classroom, research that investigates the influence of these practices on students' intrinsic motivation to read is needed. In addition, the perceptions of students regarding the degree to which classroom instructional practices meet students' needs as well as the influence of classroom instructional practices on students' motivation to read should be considered. The field is lacking an established measure of early adolescents' perceptions of classroom instructional practices and the degree to which they support students' needs (i.e., competence, autonomy) and intrinsic motivation to read. This study, guided by selfdetermination theory, sought to address this gap in the literature by developing and validating a measure called the Language Arts Reading Practices Survey (LARPS). This measure assessed student perceptions of the degree to which classroom instructional practices in the language arts classroom support students' needs for competence, autonomy, and students' self-determined motivation to read. The results of this study provide preliminary support for the validity of the LARPS.

Turning Away from Anti‐Blackness: A Critical Review of Adolescent Reading Motivation Research

“…In 8 (28%) articles, authors include race in the sample demographics. However, this is often where the attention to race ends (McKenna and Kear, 1990; Neugebauer, 2017; Pennington, 2017). 38 (55%) of the Predictor/Outcome articles identified the race of study participants.…”

“…Guthrie et al, 2013;Neugebauer, 2014Neugebauer, , 2016 or as a limitation of the study (e.g. Ho and Guthrie, 2013;Martinez et al, 2008;Pennington, 2017).…”

La influencia materna en la inteligencia emocional y la competencia lectora de sus hijos

“…La habilidad de los estudiantes para expresar sus propias emociones oralmente o a través de la escritura se ha asociado con logros académicos y sociales mantenidos, según se extrae tras una revisión de 213 School-based, Universal Social and Emocional Learning Programs (SELP): los participantes demostraron una significativa mejora en las habilidades sociales y emocionales, el comportamiento, la conducta y el rendimiento académico (Durlak, Dymnicki, Taylor, Weissberg y Schellinger, 2011). El rendimiento académico cimenta su punto de apoyo en el tanto por ciento de motivación que muestran los discentes al estudiar, así como los motivos que los conducen a realizar actividades lectoras (Pennington, 2017). Y es que el alumnado de Educación Secundaria Obligatoria (ESO) que está motivado para la leer mejora sus notas en matemáticas, vocabulario y expresión oral (Sullivan y Brown, 2013).…”

Influence of Mothers’ Habits on Reading Skills and Emotional Intelligence of University Students: Relationships in the Social and Educational Context

“…There are also numerous studies that combine reading skills and emotional intelligence in one way or another [37,[54][55][56][57][58], since emotional intelligence not only improves the relationship between students and teachers, but also their work habits [7,[59][60][61] and their general academic performance [62][63][64] and their motivation for reading in particular [20,28,65,66]. Training teachers in emotional education should be considered fundamental in order to be able to act as guides who also teach about emotions and social well-being [67][68][69][70].…”