On the effects of motivation on reading performance growth in secondary school

被引：161

作者：

Retelsdorf, Jan ^{[1
]}

Koeller, Olaf ^{[2
]}

Moeller, Jens

机构：

[1] Univ Kiel, Dept Psychol, D-24118 Kiel, Germany

[2] Leibniz Inst Sci & Math Educ, Kiel, Germany

来源：

LEARNING AND INSTRUCTION | 2011年 / 21卷 / 04期

关键词：

Reading motivation; Cognitive skills; Family background; Reading performance; Longitudinal study; SELF-CONCEPT; CHILDRENS MOTIVATION; INTRINSIC MOTIVATION; STRATEGY INSTRUCTION; SKILLS; COMPREHENSION; ACHIEVEMENT; PREDICTORS; LITERACY; SEX;

D O I：

10.1016/j.learninstruc.2010.11.001

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This research aimed at identifying unique effects of reading motivation on reading performance when controlling for cognitive skills, familial, and demographic background. We drew upon a longitudinal sample of N=1508 secondary school students from 5th to 8th grade. Two types of intrinsic reading motivation (reading enjoyment, reading for interest), one type of extrinsic reading motivation (competition), and reading self-concept were measured by self-report questionnaires. Cognitive skills (reasoning, decoding speed) and reading performance were assessed using standardized tests and background variables were collected using student and parent questionnaires. Applying latent growth curve modeling, positive unique effects of reading enjoyment and reading self-concept and a negative unique effect of competition on the initial level of reading performance were recorded. Moreover, a positive unique effect of reading for interest on reading performance growth was recorded. One may conclude that enhancing students' interest might be fruitful in terms of nurturing reading performance. (C) 2010 Elsevier Ltd. All rights reserved.

引用

页码：550 / 559

页数：10

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