دورية أكاديمية
أعرض في EDS

Distinct and Overlapping Dimensions of Reading Motivation in Commonly Used Measures in Schools

التفاصيل البيبلوغرافية
العنوان: Distinct and Overlapping Dimensions of Reading Motivation in Commonly Used Measures in Schools
اللغة: English
المؤلفون: Neugebauer, Sabina R., Fujimoto, Ken A.
المصدر: Assessment for Effective Intervention. Dec 2020 46(1):39-54.
الإتاحة: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 16
تاريخ النشر: 2020
نوع الوثيقة: Journal Articles
Reports - Evaluative
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Middle School Students, Reading Motivation, Measures (Individuals), Item Response Theory, Self Determination, Social Cognition, Expectation, Self Efficacy
Assessment and Survey Identifiers: Motivation to Read Profile
DOI: 10.1177/1534508418819793
تدمد: 1534-5084
مستخلص: The current investigation addresses critiques about motivation terminology and instrumentation by examining together three commonly used reading motivation assessments in schools. This study explores the distinctiveness and redundancies of the constructs operationalized in these reading motivation assessments with 222 middle school students, using item response theory. Results support distinctions between constructs grounded in self-determination theory, social cognitive theory, and expectancy-value theory as well as conceptual overlap, among constructs associated with competence beliefs and social sources of motivation across different theoretical traditions. Educational benefits of multidimensional and unidimensional interpretations of reading motivation constructs covered in these instruments are discussed.
Abstractor: As Provided
Entry Date: 2020
رقم الأكسشن: EJ1274074
قاعدة البيانات: ERIC
الوصف
تدمد:1534-5084
DOI:10.1177/1534508418819793