Relations of children's motivation for reading to the amount and breadth or their reading.

Wigfield, Allan; Guthrie, John T.

doi:10.1037/0022-0663.89.3.420

Cited by 1,003 publications

(1,165 citation statements)

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“…Mathewson (1979) also argued that although an important factor in the decision to read is the intrinsic motivation derived from reading an interesting story, a minimal degree of extrinsic motivation might also be necessary even for the reading of interesting stories, as no children read well when they were allowed to read or play with toys. However, intrinsic motivation has been more strongly correlated with the amount of reading than extrinsic motivation in many studies (e.g., Becker et al, 2010;Law, 2009;Schiefele et al, 2012;Wang & Guthrie, 2004;Wigfield & Guthrie, 1997). Extrinsic motivation has been negatively associated with reading amount and/or reading comprehension in some studies (e.g., Becker et al, 2010;Law, 2009;Schiefele et al, 2012;Wang & Guthrie, 2004).…”

Section: Reading Motivationmentioning

confidence: 99%

“…Although the conceptualizations are slightly different, intrinsic motivation and extrinsic motivation have been employed to investigate L1 reading motivation in many studies (e.g., Becker, McElvany, & Kortenbruck, 2010;Guthrie & Wigfield, 2000;Law, 2009;Mathewson, 1979Mathewson, , 1985Schiefele, Schaffner, Möller, & Wigfield, 2012;Wang & Guthrie, 2004;Wigfield & Guthrie, 1997). In general, "both [intrinsic and extrinsic motivation] predict children's reading amount and frequency" (Guthrie & Wigfield, 2000, p. 407) in L1 reading.…”

Section: Reading Motivationmentioning

confidence: 99%

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Factors Affecting Motivation for Short In-class Extensive Reading

Tanaka¹

2017

The Journal of AsiaTEFL

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This study is the second part of a project on motivation for short in-class extensive reading (ER) and examined factors affecting the motivations using self-determination theory (SDT). Japanese university learners of English as a foreign language (N = 133) responded to a questionnaire designed to measure four hypothesized predictors of ER motivation (i.e., positive peer influences, perceived autonomy, competence, and relatedness) in the middle of an academic year, and five subtypes of SDT motivation for short in-class ER (i.e., intrinsic motivation, identified regulation, introjected regulation, external regulation, and amotivation) at the end of the academic year. The results of a recursive path analysis showed that: 1) perceived autonomy had a positive impact on motivation, leading to higher intrinsic motivation and identified regulation, and lower amotivation, introjected regulation, and external regulation; 2) positive peer influences had a positive impact on more self-determined types of motivation (i.e., intrinsic motivation and identified regulation); 3) perceived competence was neither associated with amotivation nor more self-determined types of motivation; and 4) perceived relatedness held no relevance for any of the five subtypes of motivation. These findings indicate the importance of perceiving autonomy and peer engagement in ER in enhancing motivation for short inclass ER.

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Section: Reading Motivationmentioning

confidence: 99%

Section: Reading Motivationmentioning

confidence: 99%

Factors Affecting Motivation for Short In-class Extensive Reading

Tanaka¹

2017

The Journal of AsiaTEFL

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“…Há razões sólidas para essa exigência específica. Na literatura (por exemplo, Law, 2011;Wigfield & Guthrie, 1997; Witter, 2010), têm sido demonstrados os efeitos benéficos da prática de leitura, que incluem, entre outros, a melhora do próprio repertório linguístico, ampliação de conhecimentos sobre o ser humano e o mundo e contribuição para a redação de textos com qualidade. Textos mais desafiadores favorecem o desenvolvimento do pensamento crítico, da criatividade e da pró-pria inteligência.…”

Section: Resumen -Estructura Factorial De Un Cuestionario De Motivaciunclassified

“…Alguns autores utilizaram escalas que contemplavam motivação intrínseca para leitura, entendida e operacionalizada como por interesse pessoal, por prazer e curiosidade e, em oposição, motivação extrínseca, que incluía influência de notas, reconhecimento social, entre outros incentivos (Baker & Wigfield, 1999;Guthrie et al, 2007;Law, 2011;Retelsdorf et al, 2011;Villiger et al, 2012;Wigfield & Guthrie, 1997, Wigfield et al, Perencevich, 2004. Não se pode negar que tais medidas de motivação intrínseca ou extrínseca para leitura tenham apreciável valor heurístico, trazendo importantes contribuições para a área.…”

Section: Resumen -Estructura Factorial De Un Cuestionario De Motivaciunclassified

Factor structure of Adolescents' Motivation for Reading Questionnaire

Bzuneck

Oliveira²,

Rufini

et al. 2016

Aval. Psicol.

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RESUMOEste estudo objetivou investigar a estrutura fatorial de um instrumento elaborado para avaliar a motivação para leitura de estudantes adolescentes. A amostra foi composta por 566 adolescentes do 9° ano do ensino fundamental II e 2° ano do ensino médio de quatro escolas paranaenses, sendo duas públicas e duas privadas. Foi descrito o procedimento de construção da escala tipo Likert, tendo por referência a teoria da Autodeterminação. A análise fatorial pela extração dos componentes principais revelou uma estrutura de três fatores que correspondem à motivação intrínseca, motivação identificada e motivação extrínseca, com índices aceitáveis de consistência interna. As correlações entre os fatores alinham-se com os postulados da teoria. Os resultados foram discutidos à luz da Teoria da Autodeterminação e dadas sugestões para novos estudos sobre a avaliação do construto. Palavras-chave: motivação; leitura; análise fatorial; adolescência. ABSTRACT -Factor structure of Adolescents' Motivation for Reading QuestionnaireThe aim of this study was to investigate factor structure of a questionnaire elaborated to assess adolescent students' motivation for reading. The sample was composed of 566 students in either 9th grade or the 2nd year of high school, from public and private schools in Paraná state. Construction procedures for the Likert-type scale were described, having Self-Determination theory as its framework. Factor analysis through principal components extraction was conducted and achieved a three-factor structure related to intrinsic motivation, identified motivation, and extrinsic motivation, with a satisfactory internal consistency among items. The correlations between the factors align with the postulates of the theory. The results were discussed based on the Theory of Self-Determination and suggestions for new studies on the construct assessment are proposed. Keywords: motivation; reading; factor analysis; adolescence. RESUMEN -Estructura factorial de un Cuestionario de Motivación de Adolescentes para la LecturaEste estudio tuvo como objetivo investigar la estructura factorial de un cuestionario de evaluación de motivación para la lectura en estudiantes adolescentes. Los participantes fueran 566 estudiantes del nono año y del ciclo medio de escuelas públicas y particulares del estado de Paraná. Fueran descritos los procedimientos de construcción de la escala, que tuvo como referencia la teoría de la autodeterminación. La análisis factorial por extracción de los componentes principales aplicada al cuestionario tipo Likert identificó una estructura con tres factores que representan la motivación intrínseca, identificada y extrínseca, con elevada consistencia interna entre los ítems. Las correlaciones entre los factores siguen los presupuestos de la teoría. Los resultados fueran descurtidos con referencia a la teoría de autodeterminación y fueran dadas sugestiones para nuevos estudios que confirmen o produzcan avanzos en métodos de evaluación de motivación para la lectura. Palabras clave: motivación; lectura; ...

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“…Reading motivation has often been proven to be a multidimensional construct (Wigfield & Guthrie, 1997;Schiefele & Schaffner, 2016). This includes activityrelated reading motivation (the readiness to read) and object-related reading motivation (interest in specific texts and in the contents of texts).…”

Section: Introductionmentioning

confidence: 99%

Adolescent reading and the reproduction of literary judgement: what adolescent book reviews of self-selected texts reveal

Bertschi-Kaufmann¹,

Graber²

2017

L1 Educational Studies in Language and Literature

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A contrast is sometimes drawn between prescribed literary texts that develop literary judgement and, contrasting with them, self-selected texts read for pleasure. There is some scepticism in literature didactics about the ability of the latter to develop adolescents' literary judgement. This article reports on a study that questions this scepticism. One aim of the study was to establish whether and how adolescent readers can offer intersubjectively comprehensible and discursively negotiable judgements about the literary quality of texts with which they autonomously engage. A second aim was to determine with which elements of fictional texts they connect these literary qualities. We analysed 55 texts from a corpus of 450 reviews on the Swiss internet site www.jugendbuchtipp.ch in which adolescent readers write about self-selected books. These reviews provide information on the preferences of adolescent readers as well as their ability to perceive and convey their judgements on literary quality. We initially drew on concepts of literary evaluation from reception theory and then further inductively developed a 35-category analytic grid. Participants in a literature didactics research seminar at the University of Basel were closely involved in devising this grid with which to classify the various qualities of evaluation that adolescent readers applied in their reviews. Our analyses confirmed that adolescent readers do verbalise their judgements in intersubjectively understandable statements and arguments. These judgements focus on emotions, the perspective of characters, and the poetic form of texts, three aspects considered central in notions of literary judgement that are currently authoritative in literature didactics. Our findings suggest that autonomously selected texts can provide reading pleasure as well as develop the ability to deliver literary criticism. For literature didactics, our study illustrates the knowledge that teachers may derive from adolescent readers' book reviews about their learners' reading processes and their processes of literary judgement. Furthermore, involving students in the study, enhanced their capacity as prospective teachers to promote the development of adolescent readers' literary judgement. 2ANDREA BERTSCHI-KAUFMANN AND TANJA GRABER

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Relations of children's motivation for reading to the amount and breadth or their reading.

Cited by 1,003 publications

References 41 publications

Factors Affecting Motivation for Short In-class Extensive Reading

Factors Affecting Motivation for Short In-class Extensive Reading

Factor structure of Adolescents' Motivation for Reading Questionnaire

Adolescent reading and the reproduction of literary judgement: what adolescent book reviews of self-selected texts reveal

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Relations of children's motivation for reading to the amount and breadth or their reading.

Cited by 1,003 publications

References 41 publications

Factors Affecting Motivation for Short In-class Extensive Reading

Factors Affecting Motivation for Short In-class Extensive Reading

Factor structure of Adolescents' Motivation for Reading Questionnaire

Adolescent reading and the reproduction of literary judgement: what adolescent book reviews of self-selected texts reveal

Contact Info

Product

Resources

About

Factor structure of Adolescents' Motivation for Reading Questionnaire