Literaturnachweis - Detailanzeige
| Autor/inn/en | De Naeghel, Jessie; Valcke, Martin; De Meyer, Inge; Warlop, Nele; van Braak, Johan; Van Keer, Hilde |
|---|---|
| Titel | The Role of Teacher Behavior in Adolescents' Intrinsic Reading Motivation |
| Quelle | In: Reading and Writing: An Interdisciplinary Journal, 27 (2014) 9, S.1547-1565 (19 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0922-4777 |
| DOI | 10.1007/s11145-014-9506-3 |
| Schlagwörter | Adolescents; Reading Motivation; Secondary School Students; Self Determination; Personal Autonomy; Teacher Behavior; Teacher Role; Student Attitudes; Gender Differences; Data Analysis; Foreign Countries; Belgium; Program for International Student Assessment |
| Abstract | Given the weak intrinsic reading motivation of many adolescents on the one hand and the importance of this type of motivation for reading competence on the other hand, the aim of the present study is to identify the related role of teacher behavior. To pursue this aim, a secondary analysis was carried out on PISA 2009 data. More particularly, data of a subsample of 4,269 Flemish 15-year olds were examined by means of multilevel modeling. In line with self-determination theory, the results provide evidence for the significance of perceived autonomy-supportive, structured, and involved teacher behavior. Teacher involvement was most strongly associated with adolescents' intrinsic reading motivation. Further, students' perception of teachers' autonomy support was particularly related to girls' intrinsic reading motivation. (As Provided). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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