The role of teacher behavior in adolescents' intrinsic reading motivation

被引：47

作者：

De Naeghel, Jessie ^{[1
]}

Valcke, Martin ^{[1
]}

De Meyer, Inge ^{[1
]}

Warlop, Nele ^{[1
]}

van Braak, Johan ^{[1
]}

Van Keer, Hilde ^{[1
]}

机构：

[1] Univ Ghent, Dept Educ Studies, B-9000 Ghent, Belgium

来源：

READING AND WRITING | 2014年 / 27卷 / 09期

关键词：

Intrinsic reading motivation; Reading literacy; Teacher behavior; Self-determination theory; SELF-DETERMINATION; AUTONOMY SUPPORT; STUDENTS; COMPREHENSION; ENGAGEMENT; INSTRUCTION; ACHIEVEMENT; CLASSROOM;

D O I：

10.1007/s11145-014-9506-3

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Given the weak intrinsic reading motivation of many adolescents on the one hand and the importance of this type of motivation for reading competence on the other hand, the aim of the present study is to identify the related role of teacher behavior. To pursue this aim, a secondary analysis was carried out on PISA 2009 data. More particularly, data of a subsample of 4,269 Flemish 15-year olds were examined by means of multilevel modeling. In line with self-determination theory, the results provide evidence for the significance of perceived autonomy-supportive, structured, and involved teacher behavior. Teacher involvement was most strongly associated with adolescents' intrinsic reading motivation. Further, students' perception of teachers' autonomy support was particularly related to girls' intrinsic reading motivation.

引用

页码：1547 / 1565

页数：19

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