Rural Adolescents' Reading Motivation, Achievement and Behavior across Transition to High School

Autor/inn/en	Cantrell, Susan Chambers; Rintamaa, Margaret; Anderman, Eric M.; Anderman, Lynley H.
Titel	Rural Adolescents' Reading Motivation, Achievement and Behavior across Transition to High School
Quelle	In: Journal of Educational Research, 111 (2018) 4, S.417-428 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2017.1284737
Schlagwörter	Rural Areas; Reading Motivation; Reading Comprehension; Reading Tests; Scores; Vocabulary Development; Middle School Students; High School Students; Student Attitudes; Reading Attitudes; Gender Differences; Statistical Analysis; Regression (Statistics); Predictor Variables; Student Characteristics; Race; Socioeconomic Status; Student Surveys + Suchen Sie Ihr Suchwort? Rural area; Ländlicher Raum; Lesemotivation; Leseverstehen; Lesetest; Wortschatzarbeit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Schülerverhalten; Reading behavior; Rading behaviour; Leseverhalten; Geschlechterkonflikt; Statistische Analyse; Regression; Regressionsanalyse; Prädiktor; Rasse; Abstammung; Socio-economic status; Sozioökonomischer Status; Schülerbefragung
Abstract	The authors examined 1,781 rural students' reading motivation and behavior across the transition from middle to high school. Using expectancy-value theory, they investigated how motivational variables predicted changes in reading behavior and achievement across the transition in terms of their expectancies, values, and out-of-school reading behaviors. A repeated measures analysis of variance indicated significant increases in vocabulary, intrinsic value, and out-of-school reading, whereas significant decreases were found in attainment value. Hierarchical regression analysis indicated students' subjective expectancy for success was a significant predictor of increases in both comprehension and vocabulary scores. Students' utility value interacted with intrinsic value in predicting reading comprehension scores. In terms of change in students' reading behavior, their perceptions of intrinsic value and utility value were significant predictors. Gender interacted significantly with expectancies in predicting behaviors. Findings have implications for instructional support, particularly as it relates to reading motivation across the transition from middle to high school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01