The importance of intrinsic motivation for high and low ability readers' reading comprehension performance

Logan, Sarah; Medford, Emma; Hughes, Naomi

doi:10.1016/j.lindif.2010.09.011

Cited by 207 publications

(189 citation statements)

References 16 publications

Supporting

Mentioning

146

Contrasting

Unclassified

Order By: Relevance

“…The present study investigates the relationship between adolescents' reading motivation, reading habits and reading skills, to identify the extent to which these affective and behavioural aspects of reading predict variation in reading skill. Since reading is an activity that often requires focus, sustained interest and effort, motivation has been found to predict reading performance over and above cognitive abilities (Anmarkrud & Bråten, 2009;Logan, Medford & Hughes, 2011;Medford & McGeown, 2011;Taboada, Tonks, Wigfield & Guthrie, 2009). In addition, engagement in independent reading activities is likely to develop a range of reading skills; indeed, the relationship between print exposure and reading ability is well established (Mol & Bus, 2011).…”

Section: Running Head: Adolescent's Reading Skill Motivation and Habitsmentioning

confidence: 99%

Exploring the relationship between adolescent’s reading skills, reading motivation and reading habits

et al. 2014

View full text Add to dashboard Cite

(2015) 'Exploring the relationship between adolescent's reading skills, reading motivation and reading habits.', Reading and writing., 28 (4). pp. 545-569.Further information on publisher's website:http://dx.doi.org/10.1007/s11145-014-9537-9Publisher's copyright statement:The nal publication is available at Springer via http://dx.doi.org/10.1007/s11145-014-9537-9Additional information: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractThe present study examines the extent to which adolescents' reading affect (reading motivation) and behaviour (reading habits) predict different components of reading (word

show abstract

Section: Running Head: Adolescent's Reading Skill Motivation and Habitsmentioning

confidence: 99%

Exploring the relationship between adolescent’s reading skills, reading motivation and reading habits

et al. 2014

View full text Add to dashboard Cite

show abstract

“…Only intrinsic motivation (IM) had a significant beta weight at .50 (p<.001), accounting for around 21% of the variance in perceived classroom interaction. In previous research, intrinsic motivation was associated with language learning (e.g., Logan, Medford, & Hughes, 2011;Midraj et al, 2008) and with willingness to communicate (WTC) (Hashimoto, 2002). In addition, a small number of studies have examined the relationship between communication motivation and classroom interaction perceptions in regard to using the target language.…”

Section: Discussionmentioning

confidence: 99%

“…Thus, depending on how they are affected by internal and external influences, learners are motivated primarily intrinsically or primarily extrinsically. In terms of the strength of the relationship between achievement and each type of motivation, a number of studies on motivation present findings showing the relationships between IM and language learning achievements (e.g., Brown, 2007a;Logan, Medford, & Hughes, 2011;Midraj et al, 2008;Satomi, 2005;Wen, 1997). Some report a positive correlation between IM and language attainment and a negative correlation between EM and the same attainment variable (e.g., Busse, 2013;Midraj et al, 2008), and some report findings showing that IM rather than EM is correlated with language achievement (Logan, Medford, & Hughes, 2011;Noels, Clément, & Pelletier, 2001;Wen, 1997).…”

Section: Two Important Affective Variablesmentioning

confidence: 99%

Two Affective Variables and Language Learners’ Perceptions of Classroom Interaction

Wang¹

2017

The Journal of AsiaTEFL

View full text Add to dashboard Cite

Second language acquisition theories highlight the fundamental role of social interaction in facilitating learners' efforts to gain competence in an L2, and consider learners' perceptions of classroom interaction and their affective states to be as important as teaching, in a way that encourages interaction. However, there is a dearth of research focused on learners' perceptions of interaction in the target language and the relationships between these perceptions and both communication motivation and communication apprehension in the language-learning classroom. The purpose of the present study, therefore, is to explore the relationship between learners' perceptions of classroom interaction and learners' communication motivation and communication apprehension. The participants consisted of 162 sophomore students majoring in applied English at a university in Taiwan. Data were collected via a questionnaire. The results showed significant correlations between the learners' perceptions of classroom interaction and three variables: English-language classroom communication apprehension, intrinsic motivation, and years of English learning. Further, a multiple regression analysis showed that intrinsic motivation contributed to the learners' positive perceptions of classroom interaction in regard to using the target language, whereas this was not the case for extrinsic motivation and communication apprehension. The study results have implications for both teaching and research.Keywords: classroom interaction, learners' perceptions, communication apprehension, intrinsic motivation, extrinsic motivation IntroductionAccording to language acquisition theories and empirical research, interaction is a fundamental element in acquiring a language. Based on Long's (1983) interaction hypothesis and Swain's (1985) comprehensible output hypothesis, interaction facilitates L2 learning by providing opportunities to negotiate meaning, to give and receive corrective feedback, to modify output, and to test hypotheses. From a sociocultural perspective, learning comprises social interaction with mediated assistance (Vygotsky, 1987). However, in all kinds of educational interactions, including learner-to-learner and learner-to-teacher types, it is the learners, not the teachers, who must learn. Therefore, learners' perceptions of classroom interaction and their affective states may be just as important as teaching in a way that encourages interaction.Research has documented learners' beliefs about classroom communication (e.g., Hawkey, 2006;Zhou, 2015). Learners' perceptions of classroom communication may vary with their teachers' perceptions. How learners perceive classroom interaction mostly prompted by the activities planned by the teacher may influence learning in the classroom in important ways. Therefore, it is meaningful to focus attention on Chaochang WangThe Journal of Asia TEFL Vol. 14, No. 1, Spring 2017, 16-31 17 the sources of learners' perceptions. Affective variables are considered to be among the most important individua...

show abstract

“…Por otra parte, también se observa que los resultados encontrados son similares a los de Logan et al (2011) con sujetos entre 9 y 11 años con dificultades lectoras, aunque estos autores encuentran porcentajes más bajos en los estudiantes que no tenían problemas lectores que los encontrados en nuestra muestra de estudio. En futuros estudios sería pertinente la comparación entre buenos y malos lectores adolescentes en cuanto a la relación entre lenguaje escrito y motivación de logro en muestras españolas, en la lí-nea de los estudios de Guthrie et al (2004), Logan et al (2011) y Taboada et al (2009, entre otros. Estos análisis facilitarían y ampliarían el estudio de la explicación de las dificultades en el lenguaje escrito que presentan los estudiantes en edades avanzadas, que está centrado más en la influencia de las variables cognitivas y lingüísticas.…”

Section: Discussionunclassified

Motivación de logro y lenguaje escrito en adolescentes españoles

González-Valenzuela

Martín-Ruiz

2016

AN PSICOL-SPAIN

View full text Add to dashboard Cite

Resumen: La mayoría de los estudios sobre lectura y escritura analizan su relación con factores cognitivos-lingüísticos, siendo menos frecuentes los relacionados con la motivación. Este estudio analiza la relación de la motivación de logro con la composición escrita y la comprensión lectora en adolescentes españoles. La muestra esta formada por 203 sujetos de 1º (ME=12.4, DT=1.28), 2º (ME=13.6, DT=1.02) y 3º (ME=14.2, DT=1.34) de Educación Secundaria Obligatoria, de clase sociocultural media, con niveles intelectuales normales y sin déficits físicos, psíquicos o sensoriales. Se evalúa la motivación de logro en función de la frecuencia de pensamientos relacionados con la realización de las tareas académicas. La composición escrita fue evaluada en términos de progresión temática, conocimiento semántico, morfosintáctico y metacognición. La comprensión lectora se evaluó en términos de selección y organización de ideas, conocimiento semán-tico, morfosintáctico y metacognición. El diseño es transversal y se realiza análisis de regresión lineal. Los resultados obtenidos indican que la motivación de logro explica un 17% de la composición escrita y entre un 16 y 27% de la comprensión lectora, según el curso. Se destaca la relación de la motivación de logro con el lenguaje escrito y su posible repercusión en los problemas de composición escrita y comprensión lectora en la adolescencia. Palabras claves: Motivación; comprensión lectora; composición escrita; adolescentes.Title: Motivation and written language in Spanish adolescents. Abstract: The relationship reading and writing with cognitive-linguistic factors is analyzed for most studies, being less frequent the studies related with motivation. This study analyse the relation of the motivation and writing composition and reading comprehension, in Spanish teenagers. The sample this formed by 203 subjects of 1º (ME=12.4, DT=1.28), 2º (ME=13.6, DT=1.02) y 3º (ME=14.2, DT=1.34) of compulsory secondary education, of class media sociocultural, with normal intellectual levels and without deficits physical, psychic or sensory. The students were evaluated in motivation in terms of frequency of thoughts about performance of academics tasks. The written composition was evaluated in terms of thematic progression, semantic, morphosyntactic and metacognition. And the reading comprehension evaluated in terms of selection and organization of ideas, semantic, morphosyntactic and metacognition. The design is transversal and we realised analysis of lineal regression. The results obtained indicate that the motivation explains 17% of the written composition and between 16 and 27% of the reading comprehension, according to the academic level. The relationship of motivation and written language in this ages and their potential impact on problems in written composition and reading comprehension in adolescence is emphasized.

show abstract

The importance of intrinsic motivation for high and low ability readers' reading comprehension performance

Cited by 207 publications

References 16 publications

Exploring the relationship between adolescent’s reading skills, reading motivation and reading habits

Exploring the relationship between adolescent’s reading skills, reading motivation and reading habits

Two Affective Variables and Language Learners’ Perceptions of Classroom Interaction

Motivación de logro y lenguaje escrito en adolescentes españoles

Contact Info

Product

Resources

About