Motivational Aspects of Students' Amount of Reading and Affective Reading Experiences in a School Context: A Large-Scale Study of Grades 6 and 9

Autor/inn/en	Winberg, Mikael; Tegmark, Mats; Vinterek, Monika; Alatalo, Tarja
Titel	Motivational Aspects of Students' Amount of Reading and Affective Reading Experiences in a School Context: A Large-Scale Study of Grades 6 and 9
Quelle	In: Reading Psychology, 43 (2022) 7, S.442-476 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Winberg, Mikael) ORCID (Tegmark, Mats) ORCID (Vinterek, Monika) ORCID (Alatalo, Tarja)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2022.2118914
Schlagwörter	Student Motivation; Reading Motivation; Affective Behavior; Student Experience; Middle School Students; Secondary School Students; Foreign Countries; Grade 6; Grade 9; Student Attitudes; Predictor Variables; Reading Attitudes; Reading Habits; Content Area Reading; Sweden + Suchen Sie Ihr Suchwort? Schulische Motivation; Lesemotivation; Affective disturbance; Active behaviour; Affektive Störung; Studienerfahrung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Sekundarschüler; Ausland; School year 06; 6. Schuljahr; Schuljahr 06; School year 09; 9. Schuljahr; Schuljahr 09; Schülerverhalten; Prädiktor; Reading behavior; Rading behaviour; Leseverhalten; Reading habit; Lesegewohnheit; Sinnerfassendes Lesen; Schweden
Abstract	As leisure-time reading among adolescents declines in the western world, stakeholders try to increase students' motivation for school-related reading. We examine the relationship of students' autonomous and controlled reading motivation with their amount and experiences of school-related reading in four school subjects, controlling for students' attitudes toward the school subjects and general attitudes toward reading. Questionnaire data were collected from 3308 students in Grades 6 and 9 at 144 schools in Sweden. Multiple linear regression indicates that students' attitudes toward the subject are more important predictors of reading amount than their reading motivation. Motivation type was primarily related to students' affective experiences of the reading, and only weakly related to their amount of school-related reading. Results suggest that the relationship between motivation and school-related reading differ from voluntary leisure-time reading. The study thus complements previous research which primarily has focused on the role of students' motivation for their amount of leisure-time reading. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01