Rosenzweig Emily Q, Wigfield Allan, Gaspard Hanna, Guthrie John T
University of Wisconsin-Madison.
University of Maryland.
J Res Read. 2018 Nov;41(4):625-641. doi: 10.1111/1467-9817.12243. Epub 2018 Dec 10.
Interventions can enhance students' motivation for reading, but few researchers have assessed the effects of the specific motivation-enhancing practices that comprise these interventions. Even fewer have evaluated how students' perceptions of different intervention practices impact their later motivation and academic outcomes. In this study, we utilized data from a study of Concept-Oriented Reading Instruction, a program designed to enhance seventh-grade students' reading comprehension and motivation. We examined the effects of students perceiving one practice from this intervention, emphasizing the importance of reading, which was designed to enhance their task values for reading (Eccles-Parsons et al, 1983). Unexpectedly, structural equation modeling analyses showed that students' perceptions of importance support predicted their later competence-related beliefs, but not their task values. Students' competence-related beliefs predicted their reading comprehension and behavioral engagement, whereas students' task values predicted reading engagement. However, there were no significant indirect effects of perceiving importance support on students' reading outcomes.
干预措施可以提高学生的阅读动机，但很少有研究人员评估构成这些干预措施的具体动机增强实践的效果。更少有人评估学生对不同干预实践的看法如何影响他们后来的动机和学业成绩。在本研究中，我们利用了一项面向概念的阅读教学研究的数据，该项目旨在提高七年级学生的阅读理解能力和动机。我们研究了学生从这种干预措施中感知到一种实践的效果，这种实践强调阅读的重要性，旨在提高他们对阅读的任务价值（埃克尔斯 - 帕森斯等人，1983年）。出乎意料的是，结构方程模型分析表明，学生对重要性支持的感知预测了他们后来与能力相关的信念，但没有预测他们的任务价值。学生与能力相关的信念预测了他们的阅读理解和行为参与度，而学生的任务价值预测了阅读参与度。然而，感知到重要性支持对学生阅读成绩没有显著的间接影响。
