{"title":"Factors impacting reading motivation: Insights from the bioecological model of human development","authors":"Hitomi Kambara, Yu-Cheng Lin","doi":"10.1080/00220671.2023.2265881","DOIUrl":null,"url":null,"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.","PeriodicalId":48163,"journal":{"name":"Journal of Educational Research","volume":null,"pages":null},"PeriodicalIF":2.0000,"publicationDate":"2023-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Educational Research","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/00220671.2023.2265881","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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.
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.