Student reading motivation and teacher aims and actions in literature education in lower secondary school.

Autor/inn/en	Fässler, Dominik; Bertschi-Kaufmann, Andrea; Pieper, Irene; Weirich, Sebastian; Böhme, Katrin
Titel	Student reading motivation and teacher aims and actions in literature education in lower secondary school.
Quelle	In: RISTAL : Research in Subject-matter Teaching and Learning, 2 (2019) 1, S. 118-139Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2616-7697
DOI	10.23770/rt1828
Schlagwörter	Mehrebenenanalyse; Wahrnehmung; Deutschland; Fremdsprache; Literaturunterricht; Mathematik; Schüler; Schweiz; Wahrnehmung; Lernmotivation; Ziel; Literaturpädagogik; Sekundarstufe I; Schüler; Lernmotivation; Literaturpädagogik; Literaturunterricht; Fremdsprache; Lesemotivation; Mathematik; Studie; Ziel; Mehrebenenanalyse; Studie; Deutschland; Schweiz
Abstract	The promotion of learning motivation is a central task of all school subjects. Literature education is ex-pected to promote reading motivation in particular. To meet this expectation, different concepts in liter-ature learning and teaching have been proposed. However, to date little empirical evidence exists of a direct and maybe causal relationship between reading motivation and teacher action. The TAMoLi study (Texts, Activities, and Motivations in Literature Education) uses a multi-level analysis to examine the con-nection between reading motivation of Swiss and German students at lower secondary level on the one hand, and the aims and actions of teachers in the literature classroom on the other (Nstudents = 2.017, Nclasses = 116). The results suggest that students' reading motivation is not directly related to teachers' self-reported aims and actions. Instead, how motivated the students are to read is influenced much more by students' perception of teachers' aims and actions - in particular, by students' perception of teachers' student-oriented aims. These findings add to evidence on student motivation in mathematics and second language learning and teaching. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main (extern)
Update	2022/1