Motivational and Cognitive Predictors of Text Comprehension and Reading Amount

Guthrie, John T.; Wigfield, Allan; Metsala, Jamie L.; Cox, Kathleen E.

doi:10.1207/s1532799xssr0303_3

Cited by 445 publications

(439 citation statements)

References 37 publications

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“…The findings of this study seems to be supported by other studies such as Lindsey' (2010), Devi' (2012), Johnson' (2012), Guthrie and Wigfield' (2006). All concluded that the majority of EFL learners in different proficiency level responded more positively towards reading after the task-based instruction was applied.…”

Section: Discussionsupporting

confidence: 88%

The Impact of Consciousness-raising vs. Structure-based Production Tasks on Reading Comprehension of Iranian Mid-intermediate EFL

Erfani¹,

Torkamani²

2015

TPLS

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Abstract-Task-based instruction is crucial in SLA research, teaching and learning language skills particularly reading comprehension. This study investigated the effect of two kinds of focused tasks on reading comprehension and on the attitudes of Iranians mid-intermediate EFL learners. At first, a pilot study was conducted to see the feasibility of the treatments as well as reliability and validity of the instruments of the study. In the main study, a language proficiency test was used to homogenize the 70 participants who attended two experimental groups followed by an administration of the attitudes questionnaires. During the treatments, in one group, the participants received consciousness-raising tasks, and in the other group structure-based production tasks were applied. At the end of instructional courses, the two groups took a reading post-test and were asked to fill out the questionnaire again. The statistical analyses indicated that structure-based production tasks had more significant effect not only on the learners reading comprehension but also on their attitudes toward reading comprehension; while consciousness-raising focused tasks had a significant impact only on learners' attitudes toward reading comprehension. The study also concluded the importance of applying appropriate tasks in reading courses.

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Section: Discussionsupporting

confidence: 88%

The Impact of Consciousness-raising vs. Structure-based Production Tasks on Reading Comprehension of Iranian Mid-intermediate EFL

Erfani¹,

Torkamani²

2015

TPLS

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“…Indeed, accumulated recent scientific evidence emphasizes the role of motivation in reading comprehension processes and its development, where correlation was encountered between motivation level and growth in comprehension skills (e.g. Taboada et al, 2009;Guthrie et al, 1999;Guthrie et al, 2007;Anmarkrud & Braten, 2009;Stipek, 2002;Gottfried, 1990;Hidi & Harackiewicz, 2000;Wigfield & Guthrie, 1997;Guthrie et al, 2007).…”

Section: Discussionmentioning

confidence: 99%

“…Gotterfried, 1990;Baker & Wigfield, 1999;Wigfield & Guthrie, 2000;Gottfried, 1990;Guthrie et al, 2007;Wigfield, 2004;Taboada, Tonks, Wigfield, & Guthrie, 2009;Chapman & Tunmer, 1995;Guthrie, Wigfield, Metsala, & Cox, 1999;Guthrie et al, 2006;Lepper, Henderlong, Corpus, & Iyengar, 2005). In its' broader definition, motivation is conceptualized as consistent selection of curtain action while designating the necessary resources to achieve the desired goal (Dornyei & Ushioda, 2011).…”

Section: The Role Of Motivation In Reading Instruction and Learningmentioning

confidence: 99%

Promoting Comprehension Skills among At-Risk First Graders: The Role of Motivation in One-to-One Tutoring Environment

Makhoul¹,

Olshtain²,

Ibrahim³

2015

PSYCH

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The current study investigated the role of motivation in promoting reading comprehension skills among at-risk first graders. For this purpose, 20 at-risk first graders were recruited to participate in an interactive one-to-one tutoring reading comprehension intervention program. Following the children and tutors motivation level, four sub-groups were created: highly motivated children/ highly motivated tutors (HM-T/HM-L), highly motivated children/low motivated tutors (HM-L/ HM-T), low motivated children/highly motivated tutors (LM-L/HM-T) and low motivated children/ low motivated tutors (LM-L/LM-T). The children's progress in comprehension measures was documented. Across different time periods greater improvement was obtained among highly motivated children who were tutored by highly motivated tutor. The implications of the current findings were discussed.

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“…Interest in math includes liking math problems, enjoying working on math tasks and curiosity about solutions. Research has consistently showed positive connections between reading and writing interest with achievement in L1 (Guthrie, Wigfield, Metsala, & Cox, 1999;Hidi, 2001;Schiefele, 2001). It also shows positive connections between math interest and achievement (Köller, Baumert, & Schnabel, 2001;Lipnevich, MacCann, Krumm, Burrus, & Roberts, 2011;Schiefele, Krapp, & Winteler, 1992).…”

Section: Motivation and Academic Achievementmentioning

confidence: 99%

The Role of Personality and Subject-Specific Motivation in Students' Achievement in Math and Mother Tongue

Pečjak

Pirc

Peklaj

2016

Drustvena istrazivanja

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The aim of the study was to examine and to compare the relationships of different personality traits, subject-specific motivational dimensions and students' achievement in math and mother tongue in general upper secondary education, as well as how these variables predict their achievement. A total of 397 students attending the first year of general upper secondary education in Slovenia participated in the study. Different measures were used to assess students' personality traits, subject-specific interest, self-efficacy, volitional strategies and final grades in math and mother tongue. The results of the research showed different patterns of achievement predictors in both subjects and differences in the predictive power of included variables according to subjects. The included variables predicted 18% of variance in the Slovene language and 31% of variance in math. In both subjects, achievement was significantly positively predicted by self-efficacy and interest, and significantly negatively predicted by energy and procrastination. In math, agreeableness was also found as a significant negative predictor, and in Slovene language conscientiousness and immediate action were found as positive predictors of students' achievement. Implications of the study's findings are also discussed.

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Motivational and Cognitive Predictors of Text Comprehension and Reading Amount

Cited by 445 publications

References 37 publications

The Impact of Consciousness-raising vs. Structure-based Production Tasks on Reading Comprehension of Iranian Mid-intermediate EFL

The Impact of Consciousness-raising vs. Structure-based Production Tasks on Reading Comprehension of Iranian Mid-intermediate EFL

Promoting Comprehension Skills among At-Risk First Graders: The Role of Motivation in One-to-One Tutoring Environment

The Role of Personality and Subject-Specific Motivation in Students' Achievement in Math and Mother Tongue

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