Influences of Stimulating Tasks on Reading Motivation and Comprehension

Guthrie, John T.; Wigfield, Allan; Humenick, Nicole M.; Perencevich, Kathleen C.; Taboada, Ana; Barbosa, Pedro

doi:10.3200/joer.99.4.232-246

Cited by 202 publications

(121 citation statements)

References 33 publications

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“…The understanding of student motivation collected from a survey can be utilized as a means to guide the fostering of motivation. If students show low motivation and underachievement before the start of a course, this feedback allows instructors to find more appropriate teaching methods to encourage students' motivation, for example, supporting student autonomy and fostering positive-teacher relationships (Guthrie et al, 2006). Policymakers could track low-motivation students who are more likely to experience difficulty in completing their degree programs at various institutions.…”

Section: Use Of the Questionnaire In Research And Instructionmentioning

confidence: 99%

Assessing Science Motivation for College Students: Validation of the Science Motivation Questionnaire II using the Rasch-Andrich Rating Scale Model

You

Kim

Black

et al. 2018

EURASIA J MATH SCI T

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Motivation in science learning is believed to be essential for students' pursuit of college-level studies and lifelong interest in science. Yet, the trend of low levels of motivation in learning science continued in college can be linked to a national concern about low scientific literacy levels and science career aspirations. To diagnose the current status of motivation of college students, it is important to have an instrument that can assess students' motivation. The purpose of the present study is to examine the level of motivation of college students and establish the validity and reliability of a motivation questionnaire-the Science Motivation Questionnaire II (SMQ II) developed by Glynn et al. (2011)-using the Rasch-Andrich rating scale model. The original instrument consists of 25 items allocated in five sub-factors. Both person separation reliability and item separation reliability were excellent. The item separation index indicated good variability of the items and the five rating scale functioned well. All Infit and Outfit measures in the Rasch analysis demonstrated a lack of unidimensionality of the science motivation construct in the SMQ II, which supports the deletion of two items to satisfy the unidimensional structure.

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Section: Use Of the Questionnaire In Research And Instructionmentioning

confidence: 99%

Assessing Science Motivation for College Students: Validation of the Science Motivation Questionnaire II using the Rasch-Andrich Rating Scale Model

You

Kim

Black

et al. 2018

EURASIA J MATH SCI T

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“…In so doing, they downplay the importance of getting students in the mood -an activity which could lead to better students' engagement with the text -before proceeding with the day's lesson. As observed by Guthrie, Wigfield, Humenick, Perencevich, Taboada and Barbosa (2006), reading and comprehension of text is relatively high when students are curious about the topic because of situational interest generated after performing a stimulating task related to the text. Worthy of mention also is the fact that the classroom arrangement of a majority of the schools observed was such that the teacher's movement is restricted to the front of the class.…”

Section: Discussion Of Findingsmentioning

confidence: 87%

Text Possession and Teachers’ Pedagogical Practices in the Teaching of Prose Literature-in-English in Some Schools in Ibadan

Ezeokoli

Igubor

2014

JCT

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Performance in school examinations has remained one of the reliable indices of the quality of education in many countries. For over two decades in Nigeria, students' performance in most subjects on the school curriculum including Literature-in-English has been persistently declining. A number of explanations are offered for this unsatisfactory situation. Many students experience frustration in their efforts to study Literature due to poor proficiency in the English language as well as non-facilitative methods and strategies adopted by teachers. Studies on the teaching of Literature further revealed that the focus of research was on such issues as methods, strategies and problems of teaching Literature in the secondary school. Only a few studies centered on text possession while little or none seem available on whether the teacher's methods and pedagogical practices were sensitive to students' extent of text possession. The study, therefore, investigated the extent of prescribed text possession by Literature-in-English students as well as whether the level of text possession by students influenced the teacher's methods and pedagogical practices. The descriptive survey research design was adopted in the study. Participants in the study comprised 100 Senior Secondary School II teachers of Literature-in-English and their 500 students in Ibadan metropolis. The participants were selected using purposive random sampling techniques. Three instruments used for the collection of data were: Questionnaire on Students' Possession of Prescribed Prose Literature Texts (r= .76), Questionnaire on Teachers' Organization of the Teaching of Literature (r= .75) and Classroom Observation Schedule for the Teaching of Prose Literature (r= .84). Four research questions were answered. Data analysis involved the use of frequency counts and percentages. Results revealed that a majority of the students do not possess the prescribed Literature texts (60.2% and 65.5%) for African and non-African novels respectively. Teachers generally adopted the read aloud and explain method of teaching Literature (61%).This is followed by the teacher assigning chapters to be read from home and discussed in class (37%). There is also the use of the lecture method (27.18%). Results further indicate that when a majority or all the students possessed the prescribed texts, teachers used read aloud and explain method (43.1%) as well as the lecture method (25.8%) and discussion method (1.8%). Similarly, when either a few or none of the students possessed the prescribed texts, teachers used read aloud and explain methods (36.4%) followed by the lecture method (28%). It was concluded that lack of text possession by the students and teachers' inflexible use of methods in spite of varying contexts of teaching and learning are strong pointers to students declining performance in prose Literature. Government and parents should take realistic measures to provide prescribed texts for students while teachers should be encouraged to use innovative methods that are c...

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“…Eccles & Wigfield (2002) explain that self-confidence is an individual belief of his/her ability to manage and decide to solve a problem. With regard to the issue of motivation to read, Guthrie, Coddington, and Wigfield (2009) demonstrate that students who have positive motivation are those who have a strong belief in their ability to do various reading tasks (see also De Naeghel et al, 2012;Guthrie et al, 2006;McGeown, Duncan, Griffiths, & Stothard, 2015;Sani, Chik, Nik, & Raslee, 2011;. They also show that the students with strong confidence have a clearer goal of reading achievement, readiness to face difficulties, willingness to work hard, and willingness to get engaged.…”

Section: Increased Motivation For Reading With the Volitional Strategymentioning

confidence: 99%

Volitional Strategies Through Metacognitive Development in Fostering Reading Motivation

Damaianti

2017

Indonesian J. Appl. Linguist

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Student's reading skill is deemed vitally important to attain high academic achievements. The results of the previous studies, however, show that Indonesian students' reading skill is still unsatisfying due to their low motivation. The purpose of this study is to address this problem of students' motivation by examining the effectiveness of a volitional strategy through metacognitive development to students of Islamic Junior High School [Madrasah Tsanawiyah] in Indonesia. A quasi-experimental method with a factorial design is used in this research. Indicators for increasing students' reading motivation come from Cambria and Guthrie (2010). Measures of increased motivation to read with the volitional strategy were done through metacognitive development which is based on self-monitoring and awareness of reading skills mastery. This study concludes that the volitional strategy through metacognitive development is proved effective in increasing students' motivation for reading, students with both low and high reading skills. This has implications for the efforts to foster motivation for reading by intensively using the strategy for Madrasah Tsanawiyah education contexts.

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Influences of Stimulating Tasks on Reading Motivation and Comprehension

Cited by 202 publications

References 33 publications

Assessing Science Motivation for College Students: Validation of the Science Motivation Questionnaire II using the Rasch-Andrich Rating Scale Model

Assessing Science Motivation for College Students: Validation of the Science Motivation Questionnaire II using the Rasch-Andrich Rating Scale Model

Text Possession and Teachers’ Pedagogical Practices in the Teaching of Prose Literature-in-English in Some Schools in Ibadan

Volitional Strategies Through Metacognitive Development in Fostering Reading Motivation

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