How do perceptions of importance support from a reading intervention affect students' motivation, engagement, and comprehension?
How do perceptions of importance support from a reading intervention affect students' motivation, engagement, and comprehension?
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阅读干预对重要性的认知如何影响学生的动机、参与度和理解力？
DOI：
10.1111/1467-9817.12243
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发表时间：
2018
影响因子：
2.7
通讯作者：
Guthrie, John T.
中科院分区：
文献类型：
--
作者：
Rosenzweig, Emily Q.;Wigfield, Allan;Gaspard, Hanna;Guthrie, John T.
干预措施可以增强学生的阅读动机，但很少有研究人员评估包含这些干预措施的特定动机增强实践的效果。很少有人评估学生对不同干预实践的看法如何影响他们以后的动机和学业成绩。在这项研究中，我们利用了概念导向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和动机。我们研究了学生从这种干预中感知一种实践的效果，强调了阅读的重要性，这是为了提高他们的阅读任务价值（Eccles‐Parsons 等人，）。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看法预测了他们后来与能力相关的信念，但不能预测他们的任务价值。学生与能力相关的信念预测他们的阅读理解和行为参与度，而学生的任务价值观则预测阅读参与度。然而，感知重要性支持对学生的阅读结果没有显着的间接影响。
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 utilised data from a study of Concept‐Oriented Reading Instruction, a programme designed to enhance seventh‐grade students' reading comprehension and motivation. We examined the effects of students perceiving one practice from this intervention, emphasising the importance of reading, which was designed to enhance their task values for reading (Eccles‐Parsons et al., ). Unexpectedly, structural equation modelling 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 behavioural engagement, whereas students' task values predicted reading engagement. However, there were no significant indirect effects of perceiving importance support on students' reading outcomes.