Gaps in College Student Reader Identity: Issues of Reading Self-Determination and Reading Self-Efficacy

Autor/inn/en	Baldwin, Amy G.; Nadelson, Louis S.
Titel	Gaps in College Student Reader Identity: Issues of Reading Self-Determination and Reading Self-Efficacy
Quelle	In: Journal of College Reading and Learning, 53 (2023) 2, S.109-130 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1079-0195
DOI	10.1080/10790195.2022.2155728
Schlagwörter	College Students; Self Concept; Reading Attitudes; Self Determination; Self Efficacy; Self Management; Reading Achievement; Reading Comprehension; Student Attitudes; Reflection + Suchen Sie Ihr Suchwort? Collegestudent; Selbstkonzept; Reading behavior; Rading behaviour; Leseverhalten; Selbstbestimmung; Self-efficacy; Selbstwirksamkeit; Selbstmanagement; Leseleistung; Leseverstehen; Schülerverhalten
Abstract	How a student perceives or identifies themselves as a reader is their reader identity. There is a dearth of research on college student reader identity. Using assignment artifacts as data, we conducted a narrative inquiry analysis seeking evidence of the students' reading self-efficacy, reading self-determination, reading self-regulation, reading success, and reading competency as indicators of reader identity. We found the students expressed lower levels of reading self-efficacy, struggled with reading self-regulation, and lacked reading self-determination. We also found lower reading success levels and few reading competency indicators. Interpreting the results, we concluded that the students tended not to hold a reader identity and, therefore, typically do not embrace reading as part of their intrinsic desire to learn. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01