Motivation

Abstract

Thinking of motivation not as a solitary concept but as a set of componentsenables teachers to select appropriate assessments, interpret the data they provide, and plan truly motivating instruction.

Language‐related values, reading amount, and reading comprehension in students with migration backgrounds

“…The results of this study show that students' reading amount in L2 positively predicted their reading comprehension in L2 (Mol & Bus, 2011;Schaffner et al, 2013). These substantial effects of reading amount on reading comprehension can be interpreted in the context of educational psychology in terms of practice in reading literacy.…”

“…Competence in reading comprehension is influenced by multiple determinants such as reading motivation, prior knowledge/previous reading literacy, and cognitive skills (e.g., Becker, McElvany, & Kortenbruck, 2010). Additionally, various studies have pointed to students' reading amount as a relevant factor for reading literacy (see Mol & Bus, 2011, for a meta-analysis; see Schaffner et al, 2013, for a German sample of primary school students).…”

“…In Germany, students with Turkish or Turkish/ German as their family language reveal the greatest disadvantages in educational success (S€ ohn & € Ozcan, 2006). The discussion on language competencies has identified students' reading competenceparticularly reading comprehensionas a key competence for educational success independent from their background (National Institute of Child Health and Human Development (NICHD), 2000), and several studies have confirmed that a high reading amount predicts high reading achievement (e.g., Schaffner, Schiefele, & Ulferts, 2013).…”

Measuring Multiple Dimensions of Chinese Adolescents’ Attitudes Toward Reading: Introducing the Survey of Adolescent Reading Attitudes to Chinese Teachers

“…H elping students grow as independent readers has long been an important issue among reading researchers and educators. In the past, the cognitive dimensions of reading, such as word recognition and comprehension, have dominated reading research and resulted in a range of effective approaches (Jang, Conradi, McKenna, & Jones, 2015). The affective dimensions, such as motivation and attitude, in contrast, have been largely neglected.…”

Design principles for professionalizing primary school teachers on promoting reading motivation

“…Research showed that the continuing professional development (CPD) of teachers is a requirement to ensure high quality education (Coe, Aloisi, Higgins, & Major, 2014;McArdle & Coutts, 2010;OECD, 2014;Postholm, 2012;Wei, Darling-Hammond, Andree, Richardson, & Orphanos, 2009). This is also the case when it comes to reading motivation promotion (De Naeghel et al, 2014, 2016Guthrie & Klauda, 2014;Jang, Conradi, McKenna, & Jones, 2015). Kelchtermans (2004) defines CPD as "a learning process resulting from meaningful interaction with the context (both in time and space) and eventually leading to changes in teachers' professional practice (actions) and in their thinking about that practice" (p. 220).…”