教师自主支持扭转了中学内在阅读动力下降的趋势

IF 2.7 2区心理学 Q2 PSYCHOLOGY, EDUCATIONAL

European Journal of Psychology of Education Pub Date : 2024-05-09 DOI:10.1007/s10212-024-00842-5

Laura Engler, Andrea Westphal

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引用次数: 0

摘要

学生阅读的内在动机与所有形式的学习都息息相关，但在整个中学阶段，学生阅读的内在动机呈下降趋势。基于自我决定理论（SDT），本研究探讨了当学生在课堂上感受到更多的自主支持时，这种下降趋势是否会减缓。我们使用了来自德国国家教育调查（NEPS）的大规模面板数据，这些数据包括 N = 8193 名德国学生，他们在五年级至八年级期间每年报告一次自己的内在阅读动机以及他们从德国教师那里感知到的自主支持。发现内在阅读动机（IRM）和教师自主支持（TAS）的尺度纵向测量不变量。双重变化分值模型显示，随着时间的推移，IRM 出现下降，而 TAS 则出现负向、不显著的下降。与我们的假设相吻合的是，IRM 的下降因较早的 TAS 水平而减缓。我们讨论了抵消内在阅读动机下降的方法。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

Teacher autonomy support counters declining trend in intrinsic reading motivation across secondary school

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Teacher autonomy support counters declining trend in intrinsic reading motivation across secondary school

Students’ intrinsic motivation to read, which is relevant to all forms of learning, tends to decline throughout secondary school. Based on self-determination theory (SDT), this study examines whether this downward trend is slowed when students perceive greater autonomy support in the classroom. We used large-scale panel data from the NEPS comprising N = 8193 students in Germany who reported their intrinsic motivation to read and their perceived autonomy support from German teachers at annual intervals from fifth to eighth grade. Scalar longitudinal measurement invariance was found for intrinsic reading motivation (IRM) and teacher autonomy support (TAS). A dual change score model showed a decline in IRM and a negative, non-significant decrease in TAS over time. Confirming our hypothesis, the decline in IRM was slowed by earlier levels of TAS. We discuss methods to counteract the decline in intrinsic reading motivation.

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来源期刊

European Journal of Psychology of Education PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.30

自引率

3.30%

发文量

期刊介绍： The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward publishing high-quality papers that address the relevant psychological aspects of educational processes embedded in different institutional, social, and cultural contexts, and which focus on diversity in terms of the participants, their educational trajectories and their socio-cultural contexts. Authors are strongly encouraged to employ a variety of theoretical and methodological tools developed in the psychology of education in order to gain new insights by integrating different perspectives. Instead of reinforcing the divisions and distances between different communities stemming from their theoretical and methodological backgrounds, we would like to invite authors to engage with diverse theoretical and methodological tools in a meaningful way and to search for the new knowledge that can emerge from a combination of these tools. EJPE is open to all papers reflecting findings from original psychological studies on educational processes, as well as to exceptional theoretical and review papers that integrate current knowledge and chart new avenues for future research. Following the assumption that engaging with diversities creates great opportunities for new knowledge, the editorial team wishes to encourage, in particular, authors from less represented countries and regions, as well as young researchers, to submit their work and to keep going through the review process, which can be challenging, but which also presents opportunities for learning and inspiration.