Relations between Children's Reading Motivation, Activity and Performance at the End of Primary School

Autor/in	Kavanagh, Lauren
Titel	Relations between Children's Reading Motivation, Activity and Performance at the End of Primary School
Quelle	In: Journal of Research in Reading, 42 (2019) 3-4, S.562-582 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kavanagh, Lauren)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/1467-9817.12284
Schlagwörter	Reading Motivation; Children; Correlation; Reading Achievement; Elementary School Students; Grade 6; Foreign Countries; Self Concept; Gender Differences; Socioeconomic Status; Reading Habits; Ireland + Suchen Sie Ihr Suchwort? Lesemotivation; Child; Kind; Kinder; Korrelation; Leseleistung; School year 06; 6. Schuljahr; Schuljahr 06; Ausland; Selbstkonzept; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; Reading habit; Lesegewohnheit; Irland
Abstract	Background: There is increasing recognition of the contribution of affective factors such as motivation to the development of reading competence. Reading activity is theorised to mediate associations between motivation and achievement, but this has been tested empirically only rarely. Method: This study employed structural equation modelling to test a hypothesised model of relations between the reading self-concept, intrinsic motivation, activity and achievement of a sample of 4,067 grade 6 students in Ireland and to explore whether the relations were moderated by gender or socioeconomic status (SES). Results: Intrinsic motivation and self-concept were significantly associated with reading activity, which, in turn, significantly predicted reading achievement. Girls had higher intrinsic motivation and reading activity than boys, but there was no gender difference in reading self-concept. High-SES students had higher reading self-concept, intrinsic motivation and activity than low-SES and medium-SES students. The strength of the associations among the constructs under study did not vary by gender or SES. Conclusions: Findings suggest that efforts aimed at increasing students' intrinsic reading motivation may lead to increased reading activity and reading competence, irrespective of gender or SES. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01