Reading Achievement, Resilience, and Motivation in Contexts of Vulnerability: A Study of Perceived Self-Efficacy, Intrinsic Motivation, and Family Support in Chile

Gómez, Gabriela

doi:10.1080/02702711.2022.2106333

Cited by 2 publications

(1 citation statement)

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“…The seventh dimension of reading motivation is social family. Gómez and Rivas (2022) emphasize the significance of non-cognitive factors such as drive and resilience to increase reading achievement. Their study sheds light on how these two determinants are manifested by students in environments with high levels of social vulnerability.…”

Section: Reading Motivation Of Studentsmentioning

confidence: 99%

Foreign Language Anxiety and Reading Motivation of Students

Lao,

Buenaventura

2024

Am. J. Multidis. Res. Innov.

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This study aims to determine whether foreign language anxiety significantly correlates with students’ reading motivation. The working group for the present study, in which a quantitative descriptive design was employed, included 162 students enrolled in one of the Colleges in Digos City. Participants answered the adapted standardized questionnaires to quantify which dimension of Foreign Language Anxiety significantly correlates to the Reading Motivation of students. The collected data were interpreted using the mean to determine the central tendency and Pearson r. Regression analysis was used to predict the value of reading motivation based on the value of foreign language anxiety. The survey findings revealed that the level of foreign language anxiety among students is moderate, and the level of reading motivation is high. The result also shows that there is a significant relationship between foreign language anxiety and the reading motivation of students, but only self-confidence, one of the indicators of foreign language anxiety, has a substantial relationship with reading motivation while using English in class. Class preparation and overcoming with efforts are the three indicators of foreign language anxiety that pose no considerable relationship with student’s reading motivation. The results validated the eight domains of reading motivation, which includes grades, self-efficacy, curiosity, participation, leisure, instrumentalism, social family, and social peer.

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Section: Reading Motivation Of Studentsmentioning

confidence: 99%