Primary School Students’ Implicit Theories and Their Reading Motivation

2017 ◽  
Vol 225 (2) ◽  
pp. 117-126 ◽  
Author(s):  
Frank Hellmich ◽  
Fabian Hoya
Keyword(s):  
Primary School ◽  
Achievement Motivation ◽  
Structural Equation ◽  
Implicit Theories ◽  
Reading Motivation ◽  
Equation Model ◽  
Primary School Students ◽  
School Students ◽  
Reading Processes ◽  
Theories Of Intelligence

Abstract. Parents’ and teachers’ effort feedback is considered to be an important prerequisite for children’s implicit theories of intelligence and their academic self-concepts as well as for their learning and achievement motivation. Therefore, our study examines whether differences in N = 685 primary school students’ implicit theories, their reading self-concepts, and their reading motivation can be predicted by their perceptions of their parents’ and teachers’ effort feedback on reading processes. The results of a structural equation model show that children’s perceptions of their parents’ effort feedback predict their implicit theories, their reading self-concepts, and their reading motivation. The correlation between children’s perceived parental effort feedback and their intrinsic reading motivation is mediated by their implicit theories. Children’s implicit theories and their reading motivation cannot be predicted by their perceptions of their teachers’ effort feedback.

FACTORS AFFECTING HOPELESSNESS LEVELS OF TURKISH PRETEENAGERS ATTENDING PRIMARY SCHOOL: A STRUCTURAL EQUATION MODEL

2008 ◽  
Vol 36 (1) ◽  
pp. 19-26 ◽  
Author(s):  
Veysel Yilmaz ◽  
Ayşe Sibel Turkum
Keyword(s):  
Factor Analysis ◽  
Primary School ◽  
Structural Equation Model ◽  
Educational Level ◽  
Structural Equation ◽  
Equation Model ◽  
Primary School Students ◽  
School Students ◽  
Factors Affecting ◽  
The Relationship

This study was designed to determine the factors affecting hopelessness about the future of 10–12-year-old Turkish primary school students. Firstly, descriptive factor analysis was applied in order to determine the factors affecting hopelessness levels, then a structural equation model (SEM) was utilized to describe the relationship between the specified factors and hopelessness; these relationships were tested by LISREL 8.54. The results indicated that the preteenagers' level of hopelessness was adversely affected by support received from parents and friends. The hopelessness level was also significantly affected by the preteenagers' positive self-definition and parents' educational level.

Age and school-type differences in children's beliefs about school performance

2008 ◽  
Vol 32 (6) ◽  
pp. 531-541 ◽  
Author(s):  
Lars-Erik Malmberg ◽  
Brigitte Wanner ◽  
Todd D. Little
Keyword(s):  
Secondary School ◽  
Primary School ◽  
Structural Equation ◽  
Secondary School Students ◽  
Structural Equation Models ◽  
School Type ◽  
Primary School Students ◽  
School Students ◽  
Goal Disengagement ◽  
Children's Beliefs

Age and school-type differences (primary school and three types of secondary school) in self-related beliefs about ability, effort, and difficulty were investigated in a study of 1723 Berlin youth. Consistent with selective ability-stratified schooling, multi-group structural equation models revealed: (1) mean-level belief differences reflecting assimilation effects among secondary school students, (2) belief variances were mostly narrower among secondary school students reflecting restricted social comparison opportunities, and (3) school type moderated relationships between beliefs. Primary school students thought ability was fixed, that effort paid off, and they used normative task difficulty for gauging how effortful they were. Haupt-/Realschule and Gesamtschule students thought they were less effortful and put in less effort. Haupt-/Realschule student achievement was unrelated to their agency belief in ability and personal difficulty, reflecting a pattern of educational goal disengagement. Gymnasium school students seemed to maximize the use of their ability through effort.

scholarly journals The Impact of Incentives and Awards In Digital Libraries on Primary School Students' Reading Motivation in EFL Classrooms - (A Case of Erbil, Iraq)

2020 ◽  
Vol 6 (1) ◽  
pp. 1-16
Author(s):  
Ali Bala
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Digital Library ◽  
Digital Libraries ◽  
Reading Motivation ◽  
Reading Attitudes ◽  
Primary School Students ◽  
School Students ◽  
Language Classrooms ◽  
Foreign Language Classrooms

The present study aims at investigating whether the incentives and awards in digital libraries have an impact on private primary school students’ reading motivation in foreign language classrooms. A quantitative research methodology was chosen in order to collect numerical data to reveal the extent of incentives and awards features such as star system, gamified rewards, certificates and badges in digital library on students’ reading attitudes. A questionnaire was designed by the researcher for the purpose. Later, the attitudes of the students towards incentives and rewards and the number of the books that students have read were correlated to investigate whether there is a relationship between them. The sample of the study comprised of 41 grade 5 students from two private primary schools in Erbil (Iraq, KRG). The obtained data analysis was performed through SPSS 25 statistical software. The findings reveal that the incentives and rewards in digital library system positively influence the students’ attitudes towards reading. Furthermore, the number of the books that the students read in 2019-2020 academic year, and the effect of the incentives and rewards on students’ reading motivation are correlated significantly. This research might be beneficial for language teachers to see how students can be motivated to read and enhance their reading skills utilizing technological tools, also for curriculum designers to consider the effectiveness of digital library on students’ reading skill development. Key words: awards, digital library, foreign language classrooms, incentives, reading attitudes, reading motivation

scholarly journals Do Implicit Theories About Ability Predict Self-Reports and Behavior-Proximal Measures of Primary School Students’ In-Class Cognitive and Metacognitive Learning Strategy Use?

2021 ◽  
Vol 12 ◽  
Author(s):  
Benjamin Matthes ◽  
Heidrun Stoeger
Keyword(s):  
Primary School ◽  
Learning Strategy ◽  
Implicit Theories ◽  
Metacognitive Strategies ◽  
Strategy Use ◽  
Self Report ◽  
Primary School Students ◽  
School Students ◽  
Incremental Theory ◽  
Learning Strategy Use

Although studies show relations between implicit theories about ability (ITs) and cognitive as well as metacognitive learning strategy use, existing studies suffer from an overreliance on broad-brush self-report measures of strategy use and limited ecological validity. Moreover, studies rarely examine younger students, and research on ITs and how much students benefit from interventions on learning strategies is lacking. Therefore, we investigated in ecologically valid settings (regular classroom instruction) whether primary school students’ ITs are related to their use of cognitive strategies (text reduction strategies based on identifying a text’s main ideas) and metacognitive strategies, assessed with (a) typical self-report scales and (b) more behavior-proximal measures. We also investigated whether students’ ITs predict how much they benefit from a previously evaluated 4-week intervention on cognitive and metacognitive strategies during regular classroom instruction (i.e., how much self-report scales and behavior-proximal measures for strategy use increase over the course of the intervention). Participants were 436 German primary school students (third and fourth graders). The data were analyzed using mixed linear regression analyses. Strength of students’ incremental theory was positively related to metacognitive strategy use, but not cognitive strategy use, when measured with self-report scales. For behavior-proximal measures, strength of incremental theory was positively related to the effectiveness of students’ cognitive strategy use and their extent of strategy monitoring (one of the two metacognitive strategies examined), but not to the quality of their goal setting (the second metacognitive strategy). Unexpectedly, students with a stronger incremental theory did not benefit more from the intervention.

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