Skill or Will? The Respective Contribution of Motivational and Behavioural Characteristics to Secondary School Students' Reading Comprehension

Autor/inn/en	Van Ammel, Kim; Aesaert, Koen; De Smedt, Fien; Van Keer, Hilde
Titel	Skill or Will? The Respective Contribution of Motivational and Behavioural Characteristics to Secondary School Students' Reading Comprehension
Quelle	In: Journal of Research in Reading, 44 (2021) 3, S.574-596 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Van Ammel, Kim) ORCID (Aesaert, Koen) ORCID (De Smedt, Fien) ORCID (Van Keer, Hilde)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/1467-9817.12356
Schlagwörter	Secondary School Students; Grade 9; Reading Comprehension; Reading Motivation; Self Concept; Reading Strategies; Reading Habits + Suchen Sie Ihr Suchwort? Sekundarschüler; School year 09; 9. Schuljahr; Schuljahr 09; Leseverstehen; Lesemotivation; Selbstkonzept; Reading strategy; Leselernstufe; Lesetechnik; Reading habit; Lesegewohnheit
Abstract	Background: A significant number of secondary school students struggle with comprehending texts proficiently. Enhancing their reading comprehension requires knowledge about how this ability is related to various motivational and behavioural characteristics. The central aim of this study was therefore to investigate the (in)direct relationships between ninth-grade students' motivational (i.e., reading motivation and reading self-concept) and behavioural characteristics (i.e., reading strategy use, reading engagement and reading frequency) and their reading comprehension. Furthermore, differential relationships across educational tracks are investigated. Methods: A total of 2,485 ninth-grade students completed a standardised reading comprehension test and an online questionnaire to operationalise the motivational and behavioural reading variables. Data were analysed using multigroup structural equation modelling to study potential differential relationships across educational tracks (i.e., academic, technical and vocational track). Results: Motivational and behavioural characteristics were directly related to students' reading comprehension. Moreover, the relationships between motivational characteristics and reading comprehension were mediated by behavioural characteristics. As to differences across educational tracks, not all of the relationships were corroborated similarly for each track. Conclusion: Generally, the results emphasise the importance of considering the 'bigger picture', taking into account the respective contribution of both behavioural and motivational characteristics to secondary school students' reading comprehension and concurrently considering differences across educational tracks. (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	2022/1/01