Why Read?

Autor/in	Manarin, Karen
Titel	Why Read?
Quelle	In: Higher Education Research and Development, 38 (2019) 1, S.11-23 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Manarin, Karen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2018.1527296
Schlagwörter	Reading Motivation; Higher Education; Educational Benefits; Learner Engagement; Expectation; Self Efficacy; Locus of Control; Self Concept; Reading Attitudes; Literacy + Suchen Sie Ihr Suchwort? Lesemotivation; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsertrag; Expectancy; Erwartung; Self-efficacy; Selbstwirksamkeit; Selbstkonzept; Reading behavior; Rading behaviour; Leseverhalten; Alphabetisierung; Schreib- und Lesefähigkeit
Abstract	Why read? What is the point of reading in higher education if students can succeed in their classes without reading? Using Wigfield and Eccles' Expectancy-Value theory of motivation as a framework, I explore why different instructors think their students should be reading and whether students share these motivations. Instructors and students attribute value to reading differently. Instructors value reading for what it allows students to do and become. Students may value reading but still not read depending on competing factors including time available and assessment tasks required. The essay concludes by asking higher educational professionals to consider what, if anything, should be done to encourage the reading of difficult texts in classes. (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	2020/1/01