Motivation: Approaching an Elusive Concept through the Factors That Shape It

Autor/inn/en	Jang, Bong Gee; Conradi, Kristin; McKenna, Michael C.; Jones, Jill S.
Titel	Motivation: Approaching an Elusive Concept through the Factors That Shape It
Quelle	In: Reading Teacher, 69 (2015) 2, S.239-247 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.1365
Schlagwörter	Concept Teaching; Definitions; Reading Motivation; Instructional Development; Reading Attitudes; Reading Interests; Self Efficacy; Self Concept; Values; Behavioral Objectives; Instructional Effectiveness; Teaching Methods; Developmentally Appropriate Practices; Evaluation Methods; Educational Practices; Educational Strategies + Suchen Sie Ihr Suchwort? Begriffsbestimmung; Lesemotivation; Teaching improvement; Unterrichtsentwicklung; Reading behavior; Rading behaviour; Leseverhalten; Leseinteresse; Self-efficacy; Selbstwirksamkeit; Selbstkonzept; Wertbegriff; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Entwicklungsbezogene Bildung; Bildungspraxis; Lehrstrategie
Abstract	The main purpose of this article is to provide educators with clear definitions of motivational factors in reading so that instructional planning can capitalize on important distinctions. The authors present definitions of a small set of related motivational concepts (including attitudes, interests, self-efficacy, self-concept, goals, and value) and show how awareness of the distinctions can lead to more effective teaching. They provide descriptions of appropriate assessments and detail effective instructional techniques. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01