Guthrie John T, Coddington Cassandra S, Wigfield Allan
University of Maryland.
J Lit Res. 2009 Jul 1;41(3):317-353. doi: 10.1080/10862960903129196.
Previous research has investigated motivations for reading by examining positive, or affirming, motivations including intrinsic motivation and self-efficacy. Related to them, we examined two negative, or undermining, motivations consisting of avoidance and perceived difficulty. We proposed that the motivations of intrinsic motivation and avoidance are relatively independent, and thus, can be combined to form meaningful profiles consisting of: avid, ambivalent, apathetic, and averse readers. With Grade 5 students we found that these motivations were relatively independent for both Caucasian and African American students. The two motivations uniquely explained a significant proportion of variance in reading comprehension and other cognitive reading variables. Although intrinsic motivation was stronger for Caucasians, avoidance was stronger for African Americans. The profile of the African American students contained higher proportions of averse and ambivalent readers than the Caucasian profile. The profile of avid readers showed higher reading achievement than the other profiles.
先前的研究通过考察积极或肯定性动机，包括内在动机和自我效能感，来探究阅读动机。与之相关，我们考察了两种消极或削弱性动机，即回避和感知到的困难。我们提出，内在动机和回避动机相对独立，因此，可以结合起来形成有意义的类型，包括：热衷型、矛盾型、冷漠型和厌恶型读者。对于五年级学生，我们发现这些动机对白人学生和非裔美国学生来说都相对独立。这两种动机独特地解释了阅读理解和其他认知阅读变量中很大一部分的方差。虽然白人的内在动机更强，但非裔美国人的回避动机更强。非裔美国学生的类型中，厌恶型和矛盾型读者的比例高于白人学生的类型。热衷型读者的类型显示出比其他类型更高的阅读成绩。
