An Analysis of Second Graders' Reading Motivation: Investigating Intrinsic and Social Factors

Autor/in	Anderson, Kristin
Titel	An Analysis of Second Graders' Reading Motivation: Investigating Intrinsic and Social Factors
Quelle	(2019), (204 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, St. John's University (New York)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-0855-6753-4
Schlagwörter	Hochschulschrift; Dissertation; Elementary School Students; Grade 2; Reading Motivation; Reading Attitudes; Self Concept; Reading Aloud to Others; Personal Autonomy; Teacher Influence + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; School year 02; 2. Schuljahr; Schuljahr 02; Lesemotivation; Reading behavior; Rading behaviour; Leseverhalten; Selbstkonzept; Individuelle Autonomie
Abstract	Reading motivation has been identified as a significant factor that contributes to academic achievement. However, research has demonstrated that reading motivation declines as students progress through the elementary years. Exploring younger students' reading motivation is warranted as it can identify practices that foster and sustain intrinsic reading motivation. The purpose of this mixed methods study was to investigate if distinct instructional contexts affect students' reading motivation and teachers' perceptions of instructional practices that impact reading motivation. This study is framed by self-determination theory and expectancy-value theory. Second grade teachers (n = 9) and their students (n = 74) from two Northeastern suburban school districts were the participants in the study. Data collection included administration of the Me and My Reading Profile (MMRP) and was followed by teacher focus group interviews. Survey data was analyzed quantitatively for mean differences and correlations while subsequent interview data was analyzed using the constant comparative method. Significant correlations identified relationships between motivation and three constructs measured: value of reading, self-concept, and literacy out loud. Teacher perceptions of motivational pedagogies revealed student autonomy, self-concept, teacher influence, and social learning as dominant themes. This study extends the extant research that supports the role of motivation in literacy development and the necessity to include affective components into literacy instruction. Limitations include the small sample size and the use of self-reported data. Opportunities for future research are discussed as well as implications on practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01