弱势情境下的阅读成绩、弹性与动机:智利的自我效能感、内在动机与家庭支持研究

IF 1.2 Q4 PSYCHOLOGY, EDUCATIONAL

Reading Psychology Pub Date : 2022-07-25 DOI:10.1080/02702711.2022.2106333

Gabriel. Gomez, M. Rivas

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引用次数: 1

摘要

摘要最近的研究已经证明了非认知决定因素，如动机和韧性，在提高阅读成绩方面的重要性。这项研究深入了解了生活在高度社会脆弱性环境中的学生如何表现出这两个决定因素。采用混合方法在智利奥希金斯地区的六所学校进行了这项研究。192名八年级学生（平均年龄=13.49）参加了阅读理解测试和关于弹性和阅读动机的问卷调查年）。研究结果确定了阅读成绩高、中等和低的学生。随后，32名学生参加了访谈，9名母亲、6名语言教师和6名校长也参加了访谈。研究结果表明，即使在高度隔离的教育体系中，自我效能感、内在动机和家庭支持等因素也与阅读成绩显著相关。这项调查强调了学生和家庭生活经历如何影响阅读成绩。

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Reading Achievement, Resilience, and Motivation in Contexts of Vulnerability: A Study of Perceived Self-Efficacy, Intrinsic Motivation, and Family Support in Chile

ABSTRACT Recent research has proven the importance of non-cognitive determinants, such as motivation and resilience, in improving reading achievement. This study provides insights on how these two determinants are displayed by students living in contexts of high social vulnerability. A mixed methodology was used to conduct the study in six schools across the O’Higgins Region of Chile. A reading comprehension test and questionnaires about resilience and reading motivation were responded by 192 eighth grade students (mean age = 13.49 years). The results identified students with high, average, and low reading achievement. Subsequently, 32 students participated in interviews, as did 9 mothers, 6 language teachers, and 6 school principals. The results showed that, even in a highly segregated educational system, factors such as perceived self-efficacy, intrinsic motivation, and family support are significantly related to reading achievement. This investigation underscores how student and familial life experiences influence reading achievement.

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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.