阅读动机的多维性问题——阅读动机量表的理论与统计评价

IF 1.2 Q4 PSYCHOLOGY, EDUCATIONAL

Reading Psychology Pub Date : 2023-04-20 DOI:10.1080/02702711.2023.2202175

Elvira Jéldrez, K. Cain, Macarena Silva, Katherine Strasser

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引用次数: 1

摘要

摘要阅读动机是多维的，是学生阅读理解能力的关键因素。它的多维性是有问题的，因为目前对阅读动机背后的维度还没有达成共识，而阅读动机正通过各种缺乏统计验证的工具进行测试。我们的目标是讨论阅读动机量表的结构、可靠性和有效性与先前的理论建议的关系。该量表考虑了四种肯定和四种破坏阅读动机，并对172名2至6年级的学生进行了测试。使用CFA和EFA对其结构进行了评估。四因素结构最适合数据：（1）阅读价值和内在动机；（2）阅读贬值与回避；（3）自我效能感；以及（4）感知困难。研究结果支持了先前的一些理论区别，但对广泛使用的量表的适当性提出了质疑，并表明有必要对阅读动机的多维性进行更多的研究。

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The Problem of Reading Motivation Multidimensionality: Theoretical and Statistical Evaluation of a Reading Motivation Scale

Abstract Reading motivation is multidimensional and a critical contributor to students’ reading comprehension skill. Its multidimensionality is problematic, as there is currently no consensus on the dimensions underlying reading motivation, which are being tested through a variety of instruments that lack statistical validation. Our goal was to discuss the structure, reliability, and validity of a reading motivation scale in relation to prior theoretical proposals. The scale considered four affirming and four undermining reading motivations and was tested with 172 students from 2nd to 6th grade. Its structure was assessed using CFA and EFA. A four-factor structure had the best fit for the data: (1) Reading value and intrinsic motivation; (2) reading devalue and avoidance; (3) perceived self-efficacy; and (4) perceived difficulty. The results supported some prior theoretical distinctions, but question the appropriateness of widely used scales and suggest the need for more research on the multidimensionality of reading motivation.

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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.