Literaturnachweis - Detailanzeige
Autor/inn/en | Jéldrez, Elvira; Cain, Kate; Silva, Macarena; Strasser, Katherine |
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Titel | The Problem of Reading Motivation Multidimensionality: Theoretical and Statistical Evaluation of a Reading Motivation Scale |
Quelle | In: Reading Psychology, 44 (2023) 7, S.853-891 (39 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Jéldrez, Elvira) ORCID (Cain, Kate) ORCID (Silva, Macarena) ORCID (Strasser, Katherine) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0270-2711 |
DOI | 10.1080/02702711.2023.2202175 |
Schlagwörter | Reading Motivation; Test Validity; Test Reliability; Factor Structure; Measures (Individuals); Elementary School Students; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Self Efficacy; Difficulty Level; Student Attitudes; Reading Attitudes Lesemotivation; Testvalidität; Testreliabilität; Faktorenstruktur; Messdaten; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Self-efficacy; Selbstwirksamkeit; Schwierigkeitsgrad; Schülerverhalten; Reading behavior; Rading behaviour; Leseverhalten |
Abstract | Reading motivation is multidimensional and a critical contributor to students' reading comprehension skill. Its multidimensionality is problematic, as there is currently no consensus on the dimensions underlying reading motivation, which are being tested through a variety of instruments that lack statistical validation. Our goal was to discuss the structure, reliability, and validity of a reading motivation scale in relation to prior theoretical proposals. The scale considered four affirming and four undermining reading motivations and was tested with 172 students from 2nd to 6th grade. Its structure was assessed using CFA and EFA. A four-factor structure had the best fit for the data: (1) Reading value and intrinsic motivation; (2) reading devalue and avoidance; (3) perceived self-efficacy; and (4) perceived difficulty. The results supported some prior theoretical distinctions, but question the appropriateness of widely used scales and suggest the need for more research on the multidimensionality of reading motivation. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |