Assessing and Mapping Reading and Writing Motivation in Third to Eight Graders: A Self-Determination Theory Perspective

Smedt, Fien De; Rogiers, Amélie; Heirweg, Sofie; Merchie, Emmelien; Keer, Hilde Van

doi:10.3389/fpsyg.2020.01678

Cited by 22 publications

(37 citation statements)

References 68 publications

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“…In this case, the development of the need for reading can become a latent sign. In work [9] it is noted that the upbringing of an autonomous type of motivation is possible through the use of teaching methods that support the innate psychological needs of students. The authors distinguish three types of essential needs that manifest themselves in the learning environment: the need for autonomy, the need for competence, and the need for belonging to significant others.…”

Section: Discussionmentioning

confidence: 99%

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Features of the development of the need for reading in primary schoolchildren (results of applied research)

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The article presents an empirical study results of the development of the need for reading in primary schoolchildren. In the theoretical part, the definition of the need for reading is given as an internal spiritual need, which in terms of meaning is delimited with the concept of «reading need» associated with motivations for reading. The conclusions presented in the study are based on the results of an expert survey (n = 91) conducted in schools of the Krasnodar Territory among primary school teachers. With the help of empirical research, the level of development needs for reading in primary school students was studied, the content of reading needs was determined, that is, the system of incentives for reading. The types of reading needs were determined empirically by means of factor analysis, the results of which made it possible to identify and describe 4 latent types of reading needs. The article also presents a methodology for determining the degree of mismatch between a reading attitude and real behavior (initiative and diligence), which was measured using vector indices. As a result of empirical research, it was found that the level of development needs for reading in primary schoolchildren is below the average, while this level is significantly lower in boys than in girls. It was also found that girls have a low mismatch between attitude and real behavior, which indicates an approximate correspondence of the need for reading and independence in the process of reading as a behavioral act. In boys, indicators of the mismatch of attitudes and behavior indicate a tendency to rational choice of a book with a low level of emotional need to read it.

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Section: Discussionmentioning

confidence: 99%

“…://doi.org/10.1051/e3sconf/202021018073 studies[7][8][9]16]. Moreover, L. Kavanagh claims that «Findings from large-scale assessments consistently show girls significantly outperforming boys on tests of reading achievement, and these gender differences transcend languages and cultures»[12, p.5].…”

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Features of the development of the need for reading in primary schoolchildren (results of applied research)

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“…These results are puzzling and might be explained by specific characteristics of secondary school students. Their autonomous reading motivation declines after entering adolescence (De Smedt, Heirweg, Rogiers, & Merchie, 2020). Therefore, this might not be sufficient to stimulate their reading strategy use, resulting in a stronger and positive contribution of controlled reading motivation.…”

Section: Indirect Contribution Of Reading Motivationmentioning

confidence: 99%

Skill or will? The respective contribution of motivational and behavioural characteristics to secondary school students' reading comprehension

Ammel

Aesaert

Smedt

et al. 2021

Journal Research in Reading

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Background: A significant number of secondary school students struggle with comprehending texts proficiently. Enhancing their reading comprehension requires knowledge about how this ability is related to various motivational and behavioural characteristics. The central aim of this study was therefore to investigate the (in)direct relationships between ninth-grade students' motivational (i.e., reading motivation and reading self-concept) and behavioural characteristics (i.e., reading strategy use, reading engagement and reading frequency) and their reading comprehension. Furthermore, differential relationships across educational tracks are investigated. Methods: A total of 2,485 ninth-grade students completed a standardised reading comprehension test and an online questionnaire to operationalise the motivational and behavioural reading variables. Data were analysed using multigroup structural equation modelling to study potential differential relationships across educational tracks (i.e., academic, technical and vocational track). Results: Motivational and behavioural characteristics were directly related to students' reading comprehension. Moreover, the relationships between motivational characteristics and reading comprehension were mediated by behavioural characteristics. As to differences across educational tracks, not all of the relationships were corroborated similarly for each track. Conclusion: Generally, the results emphasise the importance of considering the 'bigger picture', taking into account the respective contribution of both behavioural and motivational characteristics to secondary school students' reading comprehension and concurrently considering differences across educational tracks.

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“…Teaching them how to deliberately use a rich repertoire of reading comprehension strategies during reading is a promising avenue in light of enhancing their comprehension of texts (Duke et al, 2011;Rogiers et al, 2020). Moreover, students' autonomous reading motivation tends to decline when students enter adolescence (e.g., De Smedt et al, 2020) and their reading enjoyment is found strikingly low in Flanders (i.e., the Dutch speaking part of Belgium) in the last PISA cycle (De Meyer et al, 2020). Consequently, the aim of ProjectExpert is to foster students' reading comprehension, strategy use and motivation.…”

Section: Aimmentioning

confidence: 99%

An analytic description of ProjectExpert: An instructional reading program for ninth grade vocational students

Ammel¹,

Aesaert²,

Smedt³

et al. 2021

L1 Educational Studies in Language and Literature

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A significant number of ninth-grade students still struggles with proficiently comprehending texts. Moreover, their increasingly lowering motivation to read is alarming. Various educational interventions designed to enhance reading comprehension and/or motivation are available in the scientific field. However, a detailed description of its underlying principles is frequently lacking. This detailed description could provide genuine opportunities for replication, theory building, and dissemination into practice. Therefore, the main goal of the present study is to offer an analytic, rigorous, and detailed description of an instructional program aimed at fostering ninth-grade vocational students' reading comprehension, strategy use, and autonomous reading motivation, named ProjectExpert. The context, theoretical and/or empirical grounding, macro and micro-level design principles will be outlined, based on the framework of Bouwer and De Smedt (2018). ProjectExpert entails four design principles: (1) Text reading is goal-directed. (2) The instruction is embedded in a motivating learning environment rooted in the fulfilment of students' basic psychological needs. (3) By means of explicit strategy instruction students are taught to use a repertoire of cognitive and metacognitive reading comprehension strategies. (4) Students practice reading and applying reading strategies in heterogeneous pairs. Moreover, during the design, a stepwise procedure was adopted to guarantee the feasibility and usability of the design principles for this particular group of teachers and students. This stepwise procedure and the implications for the design of ProjectExpert are described in detail. Finally, the relational structure of the design principles and challenges related to implementing them into practice are discussed.

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Assessing and Mapping Reading and Writing Motivation in Third to Eight Graders: A Self-Determination Theory Perspective

Cited by 22 publications

References 68 publications

Features of the development of the need for reading in primary schoolchildren (results of applied research)

Features of the development of the need for reading in primary schoolchildren (results of applied research)

Skill or will? The respective contribution of motivational and behavioural characteristics to secondary school students' reading comprehension

An analytic description of ProjectExpert: An instructional reading program for ninth grade vocational students

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