Building Academic Resilience in Literacy: Digital Reading Practices and Motivational and Cognitive Engagement

Autor/inn/en	Jang, Eunjee; Seo, Young S.; Brutt-Griffler, Janina
Titel	Building Academic Resilience in Literacy: Digital Reading Practices and Motivational and Cognitive Engagement
Quelle	In: Reading Research Quarterly, 58 (2023) 1, S.160-176 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jang, Eunjee)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
DOI	10.1002/rrq.486
Schlagwörter	Resilience (Psychology); Literacy Education; Student Motivation; Cognitive Processes; Learner Engagement; Low Income Students; Reading Comprehension; Achievement Tests; Secondary School Students; Foreign Countries; International Assessment; Reading Habits; Electronic Books; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Schulische Motivation; Cognitive process; Kognitiver Prozess; Leseverstehen; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Ausland; Reading habit; Lesegewohnheit; Electronic book; Elektronisches Buch
Abstract	In this study, we used an academic resilience framework to explore how adolescents from low socioeconomic status (SES) backgrounds overcame adversity and achieved high levels of reading proficiency. Our main aim was to investigate whether digital reading practices and reading engagement (reading motivation and metacognitive strategies) could act as protective factors, individually and collectively, promoting academic resilience among students with low SES. We conducted a multi-group structural equation model analysis with serial mediators to identify the characteristics of resilient students and their resilience pathways. We used a nationally representative sample of US adolescents from the Program for International Student Assessment (PISA) 2018 data. The results indicated that engaged readers--internally motivated and strategic--were resilient readers. Reading engagement was a source of resilience and helped them achieve high proficiency in reading as a consequence. Reading motivation and metacognitive strategies worked in tandem and sequentially to build resilient and strong readers and were also important mechanisms for linking digital reading practices to reading achievement. We thus highlight simultaneous motivational and strategic development in reading for low-SES students. It is particularly critical to increase students' overall level of reading motivation and to strengthen its pathways to metacognitive strategies and reading achievement. This process would be enhanced further by incorporating digital reading practices into instruction for engaged reading. Digital reading was related to reading motivation, and then to better awareness of metacognitive strategies, which in turn was shown to be linked to increased reading achievement for all students. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01