What if Reading is Easy but Unimportant? How Students' Patterns of Affirming and Undermining Motivation for Reading Information Texts Predict Different Reading Outcomes.
What if Reading is Easy but Unimportant? How Students' Patterns of Affirming and Undermining Motivation for Reading Information Texts Predict Different Reading Outcomes.
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DOI：
10.1016/j.cedpsych.2016.09.002
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发表时间：
2017-01
影响因子：
10.3
通讯作者：
Wigfield A
中科院分区：
文献类型：
--
作者：
Rosenzweig EQ;Wigfield A
当学生阅读信息文本时，许多肯定和破坏动机的结构会影响他们，但很少有研究者探索这些动机是如何在学生体内形成模式的。本研究采用聚类分析方法，对1134名初中生在阅读学校信息文本时的自我效能感、知觉难度、价值取向和价值取向进行了分类。然后，我们比较了这些模式如何预测学生的语言艺术成绩、科学信息文本理解以及对阅读学校信息文本的奉献精神。我们找到并验证了一个四群集解决方案。一类包括高肯定和低破坏动机模式，另一类包括低肯定和高破坏动机模式。有这些模式的学生在所有结果上分别获得了最高分和最低分。第三种模式显示高自我效能感/低难度低价值/高贬值，第四种模式显示所有四种动机结构的中等水平。高效能感和贬低模式的学生表现出较高的信息文本理解力，但相对较低的奉献精神。中等模式的学生表现出较高的敬业度，但较低的初始信息文本理解力。拥有这两种模式的学生获得了相似的成绩。我们讨论了我们的发现对动机理论和涉及信息文本阅读的学校教学的影响。
Many affirming and undermining motivational constructs affect students as they read information texts, but few researchers have explored how these motivations are patterned within students. In this study we used cluster analysis to classify middle school students (n = 1,134) based on their patterns of self-efficacy, perceived difficulty, value, and devalue for reading school information texts. We then compared how the patterns predicted students’ language arts grades, science information text comprehension, and dedication to reading school information texts. We found and validated a four-cluster solution. One cluster included a pattern of high affirming and low undermining motivations, and another included low affirming and high undermining motivations. Students with these patterns earned the highest and lowest scores, respectively, on all outcomes. A third pattern showed high self-efficacy/low difficulty with low value/high devalue, and a fourth showed moderate levels of all four motivational constructs. Students with the high efficacy and devalue pattern showed high information text comprehension but relatively low dedication. Students with the moderate pattern showed high dedication but low initial information text comprehension. Students with these two patterns earned similar grades. We discuss the implications of our findings for motivation theories and for school instruction that involves information text reading.