Guthrie John T, Klauda Susan Lutz, Ho Amy N
Literacy Emeritus at the University of Maryland, College Park;
University of Maryland, College Park;
Read Res Q. 2013 Jan-Mar;48(1):9-26. doi: 10.1002/rrq.035.
This study modeled the interrelationships of reading instruction, motivation, engagement, and achievement in two contexts, employing data from 1,159 seventh graders. In the traditional reading/language arts (R/LA) context, all students participated in traditional R/LA instruction. In the intervention R/LA context, 854 students from the full sample received Concept-Oriented Reading Instruction (CORI) while the remainder continued to receive traditional R/LA. CORI emphasizes support for reading motivation, reading engagement, and cognitive strategies for reading informational text. Seven motivation constructs were included: four motivations that are usually positively associated with achievement (intrinsic motivation, self-efficacy, valuing, and prosocial goals) and three motivations that are usually negatively associated with achievement (perceived difficulty, devaluing, and antisocial goals). Reading engagement was also represented by positive and negative constructs, namely dedication to and avoidance of reading. Gender, ethnicity, and income were statistically controlled in all analyses. In the traditional R/LA context, a total network model prevailed, in which motivation was associated with achievement both directly and indirectly through engagement. In contrast, in the intervention R/LA context, a dual-effects model prevailed, in which engagement and achievement were separate outcomes of instruction and motivation. The intervention R/LA context analyses revealed that CORI was associated with positive changes in motivation, engagement, and achievement relative to traditional R/LA instruction. The discussion explains why there were different relations in the two instructional contexts and demonstrates the importance of simultaneously examining both positive (affirming) and negative (undermining) forms of motivation and engagement.
本研究利用1159名七年级学生的数据，模拟了两种情境下阅读教学、动机、参与度和成绩之间的相互关系。在传统阅读/语言艺术（R/LA）情境中，所有学生都参与传统的R/LA教学。在干预性R/LA情境中，来自全部样本的854名学生接受了以概念为导向的阅读教学（CORI），其余学生继续接受传统的R/LA教学。CORI强调对阅读动机、阅读参与度以及阅读信息性文本的认知策略的支持。研究纳入了七种动机结构：四种通常与成绩呈正相关的动机（内在动机、自我效能感、重视和亲社会目标）以及三种通常与成绩呈负相关的动机（感知难度、贬低和反社会目标）。阅读参与度也由积极和消极结构来表示，即对阅读的专注和对阅读的回避。在所有分析中，对性别、种族和收入进行了统计控制。在传统R/LA情境中，一种总体网络模型占主导，其中动机通过参与度直接和间接地与成绩相关。相比之下，在干预性R/LA情境中，一种双重效应模型占主导，其中参与度和成绩是教学和动机的独立结果。干预性R/LA情境分析表明，相对于传统R/LA教学，CORI与动机、参与度和成绩的积极变化相关。讨论解释了为什么在两种教学情境中存在不同的关系，并说明了同时考察积极（肯定）和消极（破坏）形式的动机和参与度的重要性。
