Factors impacting reading motivation: Insights from the bioecological model of human development

IF 2 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Hitomi Kambara, Yu-Cheng Lin
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引用次数: 0

Abstract

AbstractThere is an absence of cross-cultural qualitative research exploring sociocultural factors affecting reading motivation. To address the gap, the present study adopted the Bronfenbrenner’s bioecological model of human development to investigate factors impacting reading motivation across American and Japanese fourth grade students. Additionally, we aimed to identify ways to motivate both students to read. Semi-structured interviews for 12 students in each country were conducted. Our study identified a consistent pattern in which the reading motivation of both American and Japanese students was directly influenced by the microsystem. Our findings also suggest distinct patterns between American and Japanese students. While American students exhibited a direct impact from the microsystem, Japanese students’ reading motivation was influenced by several systems, including the microsystem, exosystem, and macrosystem. We explained that the observed unique patterns between American and Japanese students could be due to cultural differences. We identified several effective ways to motivate students to read.Keywords: Cross-cultural researchreading motivationsociocultural factorsthe bioecological model of human development Disclosure statementNo potential conflict of interest was reported by the authors.
影响阅读动机的因素:来自人类发展的生物生态模型的启示
摘要关于影响阅读动机的社会文化因素的跨文化定性研究尚缺乏。为了弥补这一差距,本研究采用Bronfenbrenner的人类发展生物生态模型来研究影响美国和日本四年级学生阅读动机的因素。此外,我们的目标是找出激励两个学生阅读的方法。对每个国家的12名学生进行了半结构化访谈。我们的研究发现了一个一致的模式,即美国和日本学生的阅读动机直接受到微系统的影响。我们的研究结果也表明了美国和日本学生之间的不同模式。美国学生的阅读动机受到微系统的直接影响,而日本学生的阅读动机受到微系统、外系统和宏观系统等多个系统的影响。我们解释说,在美国和日本学生之间观察到的独特模式可能是由于文化差异。我们确定了几种有效的方法来激励学生阅读。关键词:跨文化研究阅读动机社会文化因素人类发展的生物生态模型披露声明作者未发现潜在的利益冲突
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来源期刊
Journal of Educational Research
Journal of Educational Research EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.50
自引率
0.00%
发文量
26
期刊介绍: The Journal of Educational Research is a well-known and respected periodical that reaches an international audience of educators and others concerned with cutting-edge theories and proposals. For more than 100 years, the journal has contributed to the advancement of educational practice in elementary and secondary schools by judicious study of the latest trends, examination of new procedures, evaluation of traditional practices, and replication of previous research for validation. The journal is an invaluable resource for teachers, counselors, supervisors, administrators, curriculum planners, and educational researchers as they consider the structure of tomorrow''s curricula. Special issues examine major education issues in depth. Topics of recent themes include methodology, motivation, and literacy. The Journal of Educational Research publishes manuscripts that describe or synthesize research of direct relevance to educational practice in elementary and secondary schools, pre-K–12. Special consideration is given to articles that focus on variables that can be manipulated in educational settings. Although the JER does not publish validation studies, the Editors welcome many varieties of research--experiments, evaluations, ethnographies, narrative research, replications, and so forth.
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