Profiles of Motivation for Reading Among African American and Caucasian Students.
Profiles of Motivation for Reading Among African American and Caucasian Students.
复制标题
非裔美国人和高加索学生阅读动机的概况。
DOI：
10.1080/10862960903129196
复制
发表时间：
2009-07-01
期刊：
影响因子：
--
通讯作者：
Wigfield A
中科院分区：
文献类型：
--
作者：
Guthrie JT;Coddington CS;Wigfield A
以前的研究通过检查积极的或肯定的动机来调查阅读动机，包括内在动机和自我效能。与此相关，我们考察了两种消极的或破坏的动机，包括回避和感知到的困难。我们提出内在动机和回避动机是相对独立的，因此可以结合起来形成有意义的轮廓，包括：贪婪的、矛盾的、冷漠的和厌恶的读者。对于五年级的学生，我们发现这些动机对于高加索学生和非裔美国学生来说都是相对独立的。这两个动机独一无二地解释了阅读理解和其他认知阅读变量的显著差异。尽管高加索人的内在动机更强，但非裔美国人的回避更强烈。与高加索学生相比，非裔美国学生的简介中包含了更多厌恶和矛盾的读者比例。热心读者的阅读成绩高于其他类型的读者。
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.
登录
查看更多内容
影响因子：
4.9
作者：
Hannon, B;Daneman, M
通讯作者：
Daneman, M
影响因子：
4.9
作者：
CHAPMAN, JW;TUNMER, WE
通讯作者：
TUNMER, WE
影响因子：
4.9
作者：
COVINGTON, MV;OMELICH, CL
通讯作者：
OMELICH, CL
影响因子：
5
作者：
Elliot, AJ;Church, MA
通讯作者：
Church, MA
影响因子：
4.9
作者：
Dowson, M;McInerney, DM
通讯作者：
McInerney, DM