Children's reading strategies, metacognition, and motivation*1

Paris, Scott G.; Oka, Evelyn R.

doi:10.1016/0273-2297(86)90002-x

Cited by 468 publications

(174 citation statements)

References 32 publications

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“…In contrast, motivational factors-in particular, a belief in oneself as a competent reader-emerge as the strongest predictors of performance in good readers. These results are consistent with arguments elsewhere that motivational factors become increasingly important in determining performance differences with age (Paris & Oka, 1986).…”

Section: Understanding Individual Differencessupporting

confidence: 92%

“…Pressley, Lysynchuk, d'Ailly, Smith, & Cake, 1989). Further, some results suggest that reading comprehension and metacognitive skills are related to motivational factors such as perceived competence and attributional beliefs (Marsh, 1984;Paris & Oka, 1986). Pressley, Borkowski, and Schneider (1987) and Borkowski et al (1990) have developed a model of metacognition based on the argument that successful strategy use enhances self-concept and attributional beliefs, and that these motivational states then determine the acquisition of new strategies.…”

mentioning

confidence: 99%

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Cognitive and Motivational Determinants of Reading Comprehension in Good and Poor Readers

Ehrlich

Kurtz‐Costes

Loridant

1993

Journal of Reading Behavior

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Cognitive, metacognitive, and motivational factors were examined as predictors of individual differences in the reading comprehension abilities of good and poor readers. Two hundred twenty seventh graders were measured on reading comprehension, and the top 30% and bottom 30% were identified as good and poor readers, respectively. Subjects were then measured on word recognition, metacognitive knowledge about text processing, perceived competence, and attributional beliefs about the reasons underlying academic outcomes. The results indicated that good readers in comparison to poor readers scored higher on the word recognition measure, possessed richer metacognitive knowledge, and had more positive beliefs about their academic abilities. Regression analyses indicated that word recognition and metacognition predicted reading comprehension in the whole sample; however, regression analyses within subgroups indicated that word recognition was the most important predictor variable for poor readers, whereas perceived competence predicted the reading comprehension abilities of good readers.Numerous developmental researchers have recently argued that it is time we seriously attempt to integrate cognitive, metacognitive, and motivational factors both in our theories and in our investigations of children's cognitive performance 365

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Section: Understanding Individual Differencessupporting

confidence: 92%

mentioning

confidence: 99%

Cognitive and Motivational Determinants of Reading Comprehension in Good and Poor Readers

Ehrlich

Kurtz‐Costes

Loridant

1993

Journal of Reading Behavior

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show abstract

“…In explaining this finding can say that students who consider themselves self-efficacious individuals use more meta-cognitive strategies and exhibit more insist in doing tasks which this, in turn, improves academic performance. These results are consistent with those of Paris and Oka (1986).…”

Section: Discussionsupporting

confidence: 92%

The Causal Relationship Between of Perceived Teacher Affective Support with English Performance Mediated by Academic Enjoy, Academic Self-Efficacy and Self-Regulation Strategies

Sahaghi¹,

Allipour²

2016

Int J Life Sci

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Article InformationCurrent research aims to examine the causal model of the perceived Affective support of teacher with performance in English by mediation of academic Enjoy, self-efficacy and Self-Regulation in the first grade high school male students in Ahvaz by pathway analysis methods. One hundred and eighty first grades of high school male students in Ahvaz were selected using multistage (proportion) sampling method. The results of pathway analysis showed that the exogenous variable of perceived affective support of teacher is not significantly, directly related to endogenous variable of performance in English but is significantly related by mediating of academic enjoy, Self-Efficacy and Self-Regulation.

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“…This response is important because as students enter the upper-elementary and middle-school grades, their attitudes towards learning and towards themselves as learners becomes increasingly more negative (Eccles, Midgley, & Adler, 1984), and many are disinterested in learning altogether (Meece, Blumenfeld, & Puro, 1989). These negative effects occur at the time when motivation variables begin to exert a stronger influence than aptitude or cognitive abilities on classroom performances (Paris & Oka, 1986). Teachers may be able to use complex assignments to make school a more positive experience for students while, at the same time, facilitating their acquisition of sophisticated literacy skills.…”

Section: Discussionmentioning

confidence: 99%

Why Teachers Select Specific Literacy Assignments and Students' Reactions to Them

Miller

Adkins

Hooper³

1993

Journal of Reading Behavior

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This study evaluated the literacy assignments elementary teachers use in their reading and language arts instruction, the reasons why they use a particular assignment, and how students react to different assignments. The project was initiated by teachers (three third-grade and three fourth-grade) and their principal because they believed students failed to see how various reading and language arts skills were related to one another, had difficulties applying such skills whenever they had to read or write lengthy prose, and did not want to complete assignments unless they received extrinsic rewards. Furthermore, teachers said teaching was no longer as satisfying as it had been in previous years. To evaluate their concerns we examined whether their literacy assignments included those characteristics that foster student learning and motivation and we interviewed the teachers and principal about why they believed teaching was no longer as satisfying as it had once been. Interviews indicated that teachers and the principal believed accountability pressures to increase standardized achievement test scores strongly influenced their school's reading and language arts instruction. Teachers said they attempted to raise students' scores by emphasizing the standardized achievement test skills. To maximize skill coverage, teachers said they avoided literacy assignments that required the reading of lengthy texts, sophisticated writing, and lengthy discussions. Evaluations of their literacy assignments confirmed their statements; students seldom completed classwork which required sophisticated writing or reading. Student interviews showed that they were bored with these assignments or did them because they expected extrinsic rewards. Whenever they completed a more complex literacy assignment (i.e., those that required the writing of single or multiple sentences or paragraphs), students said they were challenged and enjoyed learning for learning's sake. Discussion focuses on the implications 69

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Children's reading strategies, metacognition, and motivation*1

Cited by 468 publications

References 32 publications

Cognitive and Motivational Determinants of Reading Comprehension in Good and Poor Readers

Cognitive and Motivational Determinants of Reading Comprehension in Good and Poor Readers

The Causal Relationship Between of Perceived Teacher Affective Support with English Performance Mediated by Academic Enjoy, Academic Self-Efficacy and Self-Regulation Strategies

Why Teachers Select Specific Literacy Assignments and Students' Reactions to Them

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