The relation of student and class-level characteristics to primary school students' autonomous reading motivation: a multi-level approach

2013 ◽  
Vol 36 (4) ◽  
pp. 351-370 ◽  
Author(s):  
Jessie De Naeghel ◽  
Hilde Van Keer
Keyword(s):  
Primary School ◽  
Reading Motivation ◽  
Primary School Students ◽  
School Students ◽  
Class Level ◽  
Multi Level

scholarly journals Stymulowanie przez nauczycieli aktywności samokształceniowej uczniów klas 1–3 szkoły podstawowej – raport z badań

2021 ◽  
Vol 20 (2) ◽  
pp. 257-276
Author(s):  
Jolanta Flanz
Keyword(s):  
Primary School ◽  
Scientific Literature ◽  
Learning Activities ◽  
Independent Learning ◽  
Learning Approach ◽  
Primary School Students ◽  
School Students ◽  
Multi Level ◽  
Grade 3

The necessity of developing students’ competences concerning independent learning is easily noticeable in both Polish and international educational documents as well as in scientific literature. This article contains an attempted answer to a question in what way teachers stimulate independent learning activities of primary school students (grade 1 to grade 3). This was the aim of the research conducted with the help of selected group of teachers from Kuyavian-Pomeranian Voivodeship in Poland. The research checked for instance how the teachers encourage the students to independent learning, how they are formulating their homework tasks, and whether they apply the multi-level learning approach. The results of this study are presented in this report.

scholarly journals İlkokul Öğrencilerinin Serbest Yazma Etkinliklerindeki Konu Eğilimlerinin İncelenmesi / Investigation of Subject Trends in Primary School Students’ Free Writing Activities

2019 ◽  
Vol 8 (2) ◽  
pp. 372
Author(s):  
Zekerya Batur ◽  
Bitir Tufan
Keyword(s):  
Primary School ◽  
Internet Usage ◽  
Primary School Students ◽  
School Students ◽  
Chi Square ◽  
Class Level ◽  
Free Writing ◽  
Package Program ◽  
Education Status ◽  
Chi Square Test

<p><strong>Absract</strong></p><p>The aim of this study is to determine the tendencies of the students in the free writing activities of primary school (2nd, 3rd and 4th grade) students and place, class level, parents' education status, daily internet usage status, monthly book number of books to determine the number of page variables. The mixed method was used in the study. The paper used in the students' free writing studies was examined by document analysis method and the trends were determined. In addition, the data obtained from the forms that the students stated their demographic characteristics were processed in SPSS 25.0 package program and interpreted with cross-comparison tables and Chi-Square test. The study group consisted of 900 students from the 2nd, 3rd and 4th grades selected from the primary, district and village schools in the 2017-2018 academic year by using the maximum diversity method. In the study, subject trends in the free writing activities of primary school students were determined. According to the data obtained, it was found that the subject trends of the students differ according to the place of residence, class levels, mother and father education status, daily internet usage status and number of book pages they read monthly.</p><p><strong>Öz</strong></p><p>Bu çalışmanın amacı, ilkokul (2, 3 ve 4. sınıf) öğrencilerinin serbest yazma etkinliklerindeki konu eğilimlerini belirlemek ve yaşanılan yer, sınıf düzeyi, anne ve baba eğitim durumları, günlük internet kullanım durumları, aylık okudukları kitap sayfa sayıları değişkenleri açısından tespit etmektir. Çalışmada karma yöntem kullanılmıştır. Öğrencilerin serbest yazma çalışmalarında kullandıkları kâğıtlar doküman analizi yöntemiyle incelenerek konu eğilimleri tespit edilmiştir. Ayrıca öğrencilerin demografik özelliklerini belirttikleri formlardan elde edilen veriler SPSS 25.0 paket programına işlenerek çapraz karşılaştırma tabloları ve Ki-Kare testi ile yorumlanmıştır. Araştırmanın çalışma grubunu, 2017-2018 eğitim-öğretim yılında Aydın il merkezi, ilçe ve köy okullarından amaçlı örnekleme çeşitlerinden maksimum çeşitlilik yöntemi ile seçilen 2, 3 ve 4. sınıftan toplam 900 öğrenci oluşturmaktadır. Araştırmada, ilkokul öğrencilerinin serbest yazma etkinliklerindeki konu eğilimleri tespit edilmiştir. Elde edilen veriler doğrultusunda, öğrencilerin konu eğilimlerinin yaşanılan yere, sınıf düzeylerine, anne ve baba eğitim durumlarına, günlük internet kullanım durumlarına ve aylık okudukları kitap sayfa sayılarına göre farklılaştığı saptanmış ve bu farklılığın anlamlı olduğu sonucuna ulaşılmıştır.</p>

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

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.

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