reading motivation
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2022 ◽  
Vol 9 (2) ◽  
pp. 187-210
Author(s):  
Suhua Huang ◽  
Marcie Reynolds

This study investigated American college students’ reading motivation. A total of 1,437 (533 male and 904 female) college students across interdisciplinary areas voluntarily participated in the study by completing a self-reported survey. Two major research questions were addressed in this study. The first question investigated American college students’ reading motivation by the Motivation for Reading Questionnaire (MRQ) variables of self-efficacy, intrinsic motivation, extrinsic motivation, and social motivation. The second question asked what variables influence American college students’ motivation to read by comparing gender, classification, age, race, language backgrounds, grades in major subjects and minor subjects. Descriptive analysis indicated that the mean scores of the extrinsic motivation scale (3.07) were higher than those of intrinsic motivation (3.05), self-efficacy (3.04) and social motivation (2.35) scales. A multiple linear regression statistical analysis confirmed that gender, age, classification, grade, race, and primary language were significant factors in college students’ motivation to read. Keywords: college students, reading motivation, MRQ


2021 ◽  
Vol 8 (2) ◽  
pp. 77-89
Author(s):  
Amroji Amroji

The objective of the study is to find out how to use three phase technique with vocabulary quiz as a pre activity to improve students’ reading performance, specifically, their reading motivation and comprehension achievement. This was a classroom action research and there were two cycles in this study. The result displayed the procedures of using three phase technique with vocabulary quiz as a pre activity was effective to improve students’ reading performance. The procedures, which covers four main phases: the vocabulary quiz, the pre, whilst and post reading activities, had fulfilled the criteria of success in this study. This fact was clearly shown by the increase of students’ reading motivation as indicated by their learning orientation in reading class. They were at least externally imposed to the rules that they accepted as norms to follow so as not to feel guilty. Their attitudes and behaviors toward reading class were good enough as expected by the teacher. The students’ reading comprehension achievement was also improved to 66.73 as their average score of reading comprehension test had gained the minimal passing grade expected by the school curriculum that was 65. Furthermore, it is possible that the procedures of this reasearch can get better result for the future study if they are applied more deliberately and more effectively.


2021 ◽  
Vol 11 (1) ◽  
pp. 74-107
Author(s):  
Lotta-Sofia La Rosa ◽  
Aku-Ville Lehtimäki

Abstract Digital reading has established its position, and thus research on how reading mode affects reading experience and enjoyment is needed. This study is based on a reading experiment with 89 14–15-year-olds who read or listened to an entire book in four different reading modes: paperbook, ebook, audiobook, and via a commercial subscription service. Using quantitative methods, we examine whether reading mode affects story world absorption as well as seek connections between gender, motivation, absorption and reading mode preferences. Based on the study, reading mode has no statistical impact on narrative absorption experience, measured by the Story World Absorption Scale. Instead, the experience correlates with reading motivation; an adolescent with higher motivation is more likely to feel absorbed while reading, regardless of reading mode. On average, girls experience higher reading motivation and absorption than boys. Less motivated seem to prefer audiobook whereas more motivated choose reading over listening.


2021 ◽  
Vol 1 (4) ◽  
pp. 483-496
Author(s):  
Titik Sholihah ◽  
Agus Widyantoro

This research aims at finding out the influence of Higher Order Thinking Skills (HOTS), vocabulary mastery and reading motivation on reading comprehension achievement among State SMP Students in Magelang Regency. This research was an ex post facto involving three independent variables; students’ HOTS (X1), vocabulary mastery (X2), and reading motivation (X3) and one dependent variable, students’ reading comprehension achievement (Y). The sampling technique was the proportional cluster random sampling. The research instruments were three tests and a questionnaire. The kind of validity of the tests was the content validity by experts’ judgment. The construct validity of the questionnaire was measured by factor analysis. The reliability of the tests was measured by Cronbach’s Alpha with the Alpha of HOTS test is 0.768, vocabulary mastery test’s is 0.757 and the reading comprehension achievement test’s is 0.716. The reliability of the questionnaire was measured by Cronbach’s Alpha with the Alpha is 0.862. The data were analyzed using the multiple regression analysis continued by the partial correlation. The result of the multiple regressions indicates that HOTS, vocabulary mastery and reading motivation influence reading comprehension achievement with the F=236.709 with the significant level below 0.05 which means that the three independent variables influence significantly on reading comprehension achievement. The Adjusted R Square is 0.653 which means that the reading comprehension achievement is 65.3% predicted by the three independent variables. The contribution of HOTS on reading comprehension achievement is 38.7%, vocabulary mastery is 50.3%, and reading motivation is 8.2%.


2021 ◽  
Vol 27 (4) ◽  
pp. 122-131
Author(s):  
Alexandra Berezinа ◽  
Elena Kolosova

Reading of literature is important type of activity contributed to the formation of identity and worldview. Reading for teenagers has become an optional activity, perceived as the leisure, preference is given to watching TV, computer games, social networks and etс. These changes are principally related to the processes taking place in modern society, including the increasing representation of digital technologies in the life of adolescents. Psychological study showed that in the structure of reading motivation of today adolescents can be distinguished: benefit motive, entertainment motive, escapism motive, personal motive, compulsion motive, social motive. At the same time, more than a third of adolescents do not have any formed reading motivation, and prevail motives for reading are external motives: benefit motives, entertainment and compulsion motives. The age dynamic and gender differences can be traced. Sociological surveys show that the reading circle of adolescents consists of printed and electronic books and periodicals. The proportions change towards the preference for electronic reading. Despite the fact that the Internet has increased the intensity of teenagers reading, they read not only e-books, but also news, encyclopedias, humorous sites, publications about celebrities and music portals. Thus, digitalization increases the volume of reading, but decreases its quality.


2021 ◽  
Vol 6 ◽  
Author(s):  
Almut E. Thomas

Many assume that school shutdowns in the wake of the COVID-19 pandemic have significantly impaired students’ achievement and self-determined motivation. Of greatest concern given the sudden shift to distance learning are students with inadequate access to digital media and insufficient experience organizing learning processes independently—for example, first and second graders. This study used a quasi-experiment with 206 elementary students to investigate differences in reading comprehension and self-determined reading motivation of students who attended grades one and two during or before the pandemic. Surprisingly, the results revealed no differences in reading comprehension and reading motivation between the groups, contradicting the assumption that the pandemic-driven shift to distance learning would inevitably impair young students’ achievements and self-determined motivation.


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