Reading motivation and reading comprehension growth in the later elementary years

Guthrie, John T.; Hoa, A. Laurel W.; Wigfield, Allan; Tonks, Stephen M.; Humenick, Nicole M.; Littles, Erin

doi:10.1016/j.cedpsych.2006.05.004

Cited by 340 publications

(303 citation statements)

References 33 publications

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“…O que motiva um aluno para ler em determinada ocasião não será o mesmo em outro contexto e, da mesma forma, não é necessariamente motivador para outro. Em função do caráter multidimensional desse construto, pode-se prever uma apreciável diferença qualitativa entre os estudantes em relação ao comportamento de ler (Guthrie et al, 2007;Wigfiled, 1997;Wigfiled & Guthrie, 1997).…”

Section: Resumen -Estructura Factorial De Un Cuestionario De Motivaciunclassified

“…Assim, crenças de autoeficácia para leitura foram aferidas nas pesquisas de Wigfield e Guthrie (1997), Wigfield, Guthrie, Tonks, e Perencevich (2004) e Guthrie et al (2007). Como constructos afins, avaliaram-se autoconceito (Retelsdorf, Köller, & Möller, 2011;Villiger, Niggli, Wandeler, & Kutzelmann, 2012) e autopercepção de competência (Mata, Monteiro, & Peixoto, 2009).…”

Section: Resumen -Estructura Factorial De Un Cuestionario De Motivaciunclassified

“…Alguns autores utilizaram escalas que contemplavam motivação intrínseca para leitura, entendida e operacionalizada como por interesse pessoal, por prazer e curiosidade e, em oposição, motivação extrínseca, que incluía influência de notas, reconhecimento social, entre outros incentivos (Baker & Wigfield, 1999;Guthrie et al, 2007;Law, 2011;Retelsdorf et al, 2011;Villiger et al, 2012;Wigfield & Guthrie, 1997, Wigfield et al, Perencevich, 2004. Não se pode negar que tais medidas de motivação intrínseca ou extrínseca para leitura tenham apreciável valor heurístico, trazendo importantes contribuições para a área.…”

Section: Resumen -Estructura Factorial De Un Cuestionario De Motivaciunclassified

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Factor structure of Adolescents' Motivation for Reading Questionnaire

Bzuneck

Oliveira²,

Rufini

et al. 2016

Aval. Psicol.

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RESUMOEste estudo objetivou investigar a estrutura fatorial de um instrumento elaborado para avaliar a motivação para leitura de estudantes adolescentes. A amostra foi composta por 566 adolescentes do 9° ano do ensino fundamental II e 2° ano do ensino médio de quatro escolas paranaenses, sendo duas públicas e duas privadas. Foi descrito o procedimento de construção da escala tipo Likert, tendo por referência a teoria da Autodeterminação. A análise fatorial pela extração dos componentes principais revelou uma estrutura de três fatores que correspondem à motivação intrínseca, motivação identificada e motivação extrínseca, com índices aceitáveis de consistência interna. As correlações entre os fatores alinham-se com os postulados da teoria. Os resultados foram discutidos à luz da Teoria da Autodeterminação e dadas sugestões para novos estudos sobre a avaliação do construto. Palavras-chave: motivação; leitura; análise fatorial; adolescência. ABSTRACT -Factor structure of Adolescents' Motivation for Reading QuestionnaireThe aim of this study was to investigate factor structure of a questionnaire elaborated to assess adolescent students' motivation for reading. The sample was composed of 566 students in either 9th grade or the 2nd year of high school, from public and private schools in Paraná state. Construction procedures for the Likert-type scale were described, having Self-Determination theory as its framework. Factor analysis through principal components extraction was conducted and achieved a three-factor structure related to intrinsic motivation, identified motivation, and extrinsic motivation, with a satisfactory internal consistency among items. The correlations between the factors align with the postulates of the theory. The results were discussed based on the Theory of Self-Determination and suggestions for new studies on the construct assessment are proposed. Keywords: motivation; reading; factor analysis; adolescence. RESUMEN -Estructura factorial de un Cuestionario de Motivación de Adolescentes para la LecturaEste estudio tuvo como objetivo investigar la estructura factorial de un cuestionario de evaluación de motivación para la lectura en estudiantes adolescentes. Los participantes fueran 566 estudiantes del nono año y del ciclo medio de escuelas públicas y particulares del estado de Paraná. Fueran descritos los procedimientos de construcción de la escala, que tuvo como referencia la teoría de la autodeterminación. La análisis factorial por extracción de los componentes principales aplicada al cuestionario tipo Likert identificó una estructura con tres factores que representan la motivación intrínseca, identificada y extrínseca, con elevada consistencia interna entre los ítems. Las correlaciones entre los factores siguen los presupuestos de la teoría. Los resultados fueran descurtidos con referencia a la teoría de autodeterminación y fueran dadas sugestiones para nuevos estudios que confirmen o produzcan avanzos en métodos de evaluación de motivación para la lectura. Palabras clave: motivación; lectura; ...

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Section: Resumen -Estructura Factorial De Un Cuestionario De Motivaciunclassified

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Factor structure of Adolescents' Motivation for Reading Questionnaire

Bzuneck

Oliveira²,

Rufini

et al. 2016

Aval. Psicol.

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“…Schiefele (1999) argues that intrinsic motivation and interest energize students' reading; students interact with text deeply and gain relatively high amounts of knowledge or aesthetic experience. Guthrie et al (2007) state that if learners reading interest is weak, the competency of the students grows little and their quality as readers diminishes. Research shows that external motivations (pressure, requirements, rules) are not correlated with reading achievement whereas internal motivations (interest, intrinsic motivation) are positively correlated with reading achievement (Guthrie & Coddington, 2009).…”

Section: Literature Reviewmentioning

confidence: 99%

Why Some Students Are Less Motivated in Reading Classes at Tertiary Level in Bangladesh

Ullah¹,

Fatema²

2013

ELT

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The universal importance of reading, a receptive skill, is enormous. It encompasses a major part of learning and teaching a language. Reading ameliorates language competence of learners and it has an all-inclusive effect on their acquisition of second language. But some students are not found appropriately motivated or found demotivated in reading classes across the world. This research aims at finding out why some students are less motivated in reading classes at Tertiary Level in Bangladesh.Both qualitative and quantitative research methodshave been employed in conducting the research. Simple random sampling technique has been used to select the respondents from the population of different public and private universities of Bangladesh. This research shows that some students are less motivated in reading classesat Tertiary Level for quite a lot of reasons pertaining to themselves, teachers, reading materials, contextual factors, etc. This paper also highlights some recommendations carrying out of which might make learners motivated in reading classes.

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“…Tako će, na primer, deca koja pozitivno ocenjuju sopstvene čitalačke kompetencije imati bolje postignuće na zadacima koji ispituju razumevanje pročitanog (Chapman et al, 2000). Mogućnost da deca biraju tekst koji će čitati takođe je pozitivno povezana sa njihovim posignućem (Guthrie et al, 2007). Još jedan od važnih faktora koji mogu uticati na motivaciju za čitanje jeste tip zadatka koji se deci daje uz tekst.…”

Section: Komponente čItalačke Pismenosti I Faktori Koji Deluju Na Njiunclassified

Developmental effect of symmetrical peer interaction during initial phases of reading literacy development

Buđevac¹

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Reading motivation and reading comprehension growth in the later elementary years

Cited by 340 publications

References 33 publications

Factor structure of Adolescents' Motivation for Reading Questionnaire

Factor structure of Adolescents' Motivation for Reading Questionnaire

Why Some Students Are Less Motivated in Reading Classes at Tertiary Level in Bangladesh

Developmental effect of symmetrical peer interaction during initial phases of reading literacy development

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Reading motivation and reading comprehension growth in the later elementary years

Cited by 340 publications

References 33 publications

Factor structure of Adolescents' Motivation for Reading Questionnaire

Factor structure of Adolescents' Motivation for Reading Questionnaire

Why Some Students Are Less Motivated in Reading Classes at Tertiary Level in Bangladesh

Developmental effect of symmetrical peer interaction during initial phases of reading literacy development

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Product

Resources

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Factor structure of Adolescents' Motivation for Reading Questionnaire

Factor structure of Adolescents' Motivation for Reading Questionnaire