Teacher Perceptions Affect Boys' and Girls' Reading Motivation Differently

Autor/inn/en	Boerma, Inouk E.; Mol, Suzanne E.; Jolles, Jelle
Titel	Teacher Perceptions Affect Boys' and Girls' Reading Motivation Differently
Quelle	In: Reading Psychology, 37 (2016) 4, S.547-569 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2015.1072608
Schlagwörter	Teacher Attitudes; Gender Differences; Reading Motivation; Grade 6; Grade 5; Reading Comprehension; Self Concept; Student Attitudes; Foreign Countries; Elementary School Students; Measures (Individuals); Attitude Measures; Reading Attitudes; Surveys; Statistical Analysis; Netherlands; Elementary Reading Attitude Survey; Motivation to Read Profile + Suchen Sie Ihr Suchwort? Lehrerverhalten; Geschlechterkonflikt; Lesemotivation; School year 06; 6. Schuljahr; Schuljahr 06; School year 05; 5. Schuljahr; Schuljahr 05; Leseverstehen; Selbstkonzept; Schülerverhalten; Ausland; Messdaten; Reading behavior; Rading behaviour; Leseverhalten; Survey; Umfrage; Befragung; Statistische Analyse; Niederlande
Abstract	The aim of this study was to examine the relationship between teacher perceptions and children's reading motivation, with specific attention to gender differences. The reading self-concept, task value, and attitude of 160 fifth and sixth graders were measured. Teachers rated each student's reading comprehension. Results showed that for boys, teacher expectations had no influence on the three constructs of reading motivation measured, whereas for girls, teacher expectations did predict reading self-concept and value of reading. The results provide evidence that the relationship between motivational factors and teacher perceptions is different for boys and girls. The implications for educational practice are addressed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01