Language Arts Classroom Practices and Early Adolescents' Needs: A Comparison of Student and Teacher Perceptions

Autor/in	Penington, Sarah
Titel	Language Arts Classroom Practices and Early Adolescents' Needs: A Comparison of Student and Teacher Perceptions
Quelle	In: Middle Grades Research Journal, 11 (2017) 2, S.117-127 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-0814
Schlagwörter	Language Arts; Early Adolescents; Classroom Techniques; Comparative Analysis; Student Attitudes; Teacher Attitudes; Reading Comprehension; Student Needs; Reading Motivation; Achievement Need; Statistical Analysis; Student Surveys; Teacher Surveys; Correlation; Likert Scales; Middle School Students; Middle School Teachers; Educational Practices + Suchen Sie Ihr Suchwort? Sprachkultur; Klassenführung; Schülerverhalten; Lehrerverhalten; Leseverstehen; Lesemotivation; Statistische Analyse; Schülerbefragung; Korrelation; Likert-Skala; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Bildungspraxis
Abstract	When investigating motivation, including motivation to read, motivation should be conceptualized as a multidimensional construct which considers the individual's purposes for engaging in the activities under investigation (Deci & Ryan, 2002). Motivation for activities that are undertaken because they are enjoyable in and of themselves or because the individual values them is termed "self-determined" motivation, as it is viewed as coming from within the individual instead of being driven by an outside individual or edict (Ryan & Deci, 2009). Self-determined motivation is viewed as optimal for supporting positive outcomes regarding the desired behavior or action (De Naeghel et al., 2012). Previous research indicates a positive relationship between intrinsic motivation and reading comprehension, as well as a negative association between extrinsic motivation and the same reading outcome (Wang & Guthrie, 2004). The current study sought to explore relationships between middle grades students' and teachers' perceptions of the extent to which language arts classroom practices meet students' needs and support their intrinsic motivation to read. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01