Motivational Aspects of Students’ Amount of Reading and Affective Reading Experiences in a School Context: A Large-Scale Study of Grades 6 and 9

IF 1.2 Q4 PSYCHOLOGY, EDUCATIONAL

Reading Psychology Pub Date : 2022-09-06 DOI:10.1080/02702711.2022.2118914

Mikael Winberg, Mats Tegmark, Monika Vinterek, Tarja Alatalo

{"title":"Motivational Aspects of Students’ Amount of Reading and Affective Reading Experiences in a School Context: A Large-Scale Study of Grades 6 and 9","authors":"Mikael Winberg, Mats Tegmark, Monika Vinterek, Tarja Alatalo","doi":"10.1080/02702711.2022.2118914","DOIUrl":null,"url":null,"abstract":"Abstract As leisure-time reading among adolescents declines in the western world, stakeholders try to increase students’ motivation for school-related reading. We examine the relationship of students’ autonomous and controlled reading motivation with their amount and experiences of school-related reading in four school subjects, controlling for students’ attitudes toward the school subjects and general attitudes toward reading. Questionnaire data were collected from 3308 students in Grades 6 and 9 at 144 schools in Sweden. Multiple linear regression indicates that students’ attitudes toward the subject are more important predictors of reading amount than their reading motivation. Motivation type was primarily related to students’ affective experiences of the reading, and only weakly related to their amount of school-related reading. Results suggest that the relationship between motivation and school-related reading differ from voluntary leisure-time reading. The study thus complements previous research which primarily has focused on the role of students’ motivation for their amount of leisure-time reading.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":"215 ","pages":"442 - 476"},"PeriodicalIF":1.2000,"publicationDate":"2022-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Reading Psychology","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/02702711.2022.2118914","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}

引用次数: 2

Abstract

Abstract As leisure-time reading among adolescents declines in the western world, stakeholders try to increase students’ motivation for school-related reading. We examine the relationship of students’ autonomous and controlled reading motivation with their amount and experiences of school-related reading in four school subjects, controlling for students’ attitudes toward the school subjects and general attitudes toward reading. Questionnaire data were collected from 3308 students in Grades 6 and 9 at 144 schools in Sweden. Multiple linear regression indicates that students’ attitudes toward the subject are more important predictors of reading amount than their reading motivation. Motivation type was primarily related to students’ affective experiences of the reading, and only weakly related to their amount of school-related reading. Results suggest that the relationship between motivation and school-related reading differ from voluntary leisure-time reading. The study thus complements previous research which primarily has focused on the role of students’ motivation for their amount of leisure-time reading.

查看原文本刊更多论文

学校情境下学生阅读量和情感阅读体验的动机因素:一项针对六年级和九年级学生的大规模研究

摘要随着西方世界青少年休闲阅读的减少，利益相关者试图提高学生进行学校相关阅读的动机。在四个学校科目中，我们考察了学生的自主和受控阅读动机与他们的学校相关阅读量和经验的关系，控制了学生对学校科目的态度和对阅读的总体态度。问卷数据来自瑞典144所学校6年级和9年级的3308名学生。多元线性回归表明，学生对该学科的态度比他们的阅读动机更能预测阅读量。动机类型主要和学生的阅读情感体验有关，而和他们的学校相关阅读量有关。研究结果表明，动机与学校相关阅读的关系不同于自愿闲暇时间阅读。因此，这项研究补充了之前的研究，该研究主要关注学生在闲暇时间阅读量中的动机作用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Reading Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

2.20

自引率

7.10%

发文量

期刊介绍： Prepared exclusively by professionals, this refereed journal publishes original manuscripts in the fields of literacy, reading, and related psychology disciplines. Articles appear in the form of completed research; practitioner-based "experiential" methods or philosophical statements; teacher and counselor preparation services for guiding all levels of reading skill development, attitudes, and interests; programs or materials; and literary or humorous contributions.