Modeling the Relationships Among Reading Instruction, Motivation, Engagement, and Achievement for Adolescents
Abstract
enThis study modeled the interrelationships of reading instruction, motivation, engagement, and achievement in two contexts, employing data from 1,159 seventh graders. In the traditional reading/language arts (R/LA) context, all students participated in traditional R/LA instruction. In the intervention R/LA context, 854 students from the full sample received Concept‐Oriented Reading Instruction (CORI) while the remainder continued to receive traditional R/LA. CORI emphasizes support for reading motivation, reading engagement, and cognitive strategies for reading informational text. Seven motivation constructs were included: four motivations that are usually positively associated with achievement (intrinsic motivation, self‐efficacy, valuing, and prosocial goals) and three motivations that are usually negatively associated with achievement (perceived difficulty, devaluing, and antisocial goals). Reading engagement was also represented by positive and negative constructs, namely dedication to and avoidance of reading. Gender, ethnicity, and income were statistically controlled in all analyses. In the traditional R/LA context, a total network model prevailed, in which motivation was associated with achievement both directly and indirectly through engagement. In contrast, in the intervention R/LA context, a dual‐effects model prevailed, in which engagement and achievement were separate outcomes of instruction and motivation. The intervention R/LA context analyses revealed that CORI was associated with positive changes in motivation, engagement, and achievement relative to traditional R/LA instruction. The discussion explains why there were different relations in the two instructional contexts and demonstrates the importance of simultaneously examining both positive (affirming) and negative (undermining) forms of motivation and engagement.
Chinese
zh本研究利用来自1,159名七年级学生的研究资料,建立阅读教学、阅读动机、阅读投入和阅读成绩之间在两种教学环境中的相互关系模型。在传统阅读/语言艺术的教学环境中,所有学生都参与传统式阅读/语言艺术教学。在干预阅读/语言艺术的教学环境中,整个研究样本中的854名学生接受概念导向阅读教学,而其余的则继续接受传统式阅读/语言艺术教学。概念导向阅读教学强调支援阅读动机、阅读投入和阅读说明性文本的认知策略。此教学法包含七个动机建构:其中四个通常是与成绩有正面关联(内在动机、自我效能感、评价、亲社会目标),其余三个通常是与成绩有负面关联(意识到的困难、贬抑、反社会目标)。阅读投入是由致力阅读及逃避阅读这两个正面与负面的建构代表。所有的统计分析均控制了性别、种族与收入这三个变数的差异。在传统阅读/语言艺术教学环境中,一个整体网络关系模型出现优势,其中动机与成绩通过阅读投入有直接或间接的关联。然而,在干预阅读/语言艺术教学环境中,一个双重效应模型出现优势;其中阅读投入及成绩都是教学和动机的独立成果。干预阅读/语言艺术教学环境的分析结果显示,概念导向阅读教学,较传统阅读/语言艺术教学能与动机、阅读投入及成绩的正面改变关联起来。本文的讨论解释为什么在两种教学环境有不同的关联,并说明同时审查动机与阅读投入的正面(肯定性)及负面(削弱性)这两种形式之重要性。
Spanish
esEste estudio configuró la interrelación entre la enseñanza de la lectura, la motivación, el compromiso y los logros en dos contextos usando datos recogidos de 1,159 estudiantes de séptimo grado. En el contexto tradicional de lectura/lenguaje (R/LA por sus siglas en inglés), todos los estudiantes participaron en la enseñanza de R/LA. En el contexto del R/LA en el que se intervino, 854 de los estudiantes partícipes del estudio recibieron Instrucción de Lectura Dirigida por Conceptos (CORI, por sus siglas en inglés) mientras los restantes siguieron recibiendo la instrucción de R/LA tradicional. CORI enfatiza el apoyo de la motivación lectora, el compromiso lector y estrategias cognitivas para leer textos informativos. Se incluyeron siete constructos animadores: cuatro animadores que generalmente se asocian de forma positiva al éxito (motivación intrínseca, auto eficacia, valorización y metas pro sociales) y tres animadores que generalmente se asocian de forma negativa al éxito (supuestas dificultades, desvalorización, y metas anti sociales). El compromiso lector también fue representado en constructos positivos y negativos, a saber, la dedicación y evasión de la lectura. En todos los análisis, se controlaron estadísticamente el género, la etnia y los ingresos. En el contexto R/LA tradicional, prevaleció un modelo de red de contactos total en el cual la motivación se relacionó con el logro tanto directa como indirectamente por medio del compromiso. En contraste, en el contexto del R/LA en el que se intervino, prevaleció un modelo de efectos dobles, en el que el compromiso y los logros fueron resultados separados de la instrucción y la motivación. El análisis de contexto del R/LA en el que se intervino mostró que CORI está relacionado con cambios positivos en la motivación, el compromiso, y los logros con relación a la instrucción tradicional. La discusión explica por qué se encontraron relaciones diferentes en dos contextos de instrucción y demuestra la importancia de examinar simultáneamente las formas positivas (que afirman) y negativas (que socavan) de motivación y compromiso.
Russian
ruB иccлeдoвaнии – нaocнoвeдaнныxпo 1159 ceмиклaccникaм – cмoдeлиpoвaнывзaимocвязимeждyoбyчeниeмчтeнию, мoтивaциeй, интepecoмyчaщиxcя к чтeнию и итoгaмиэтoгooбyчeния в двyxpaзличныxкoнтeкcтax. B кoнтeкcтeтpaдициoннoгooбyчeниячтeнию/cлoвecнocти (R/LA) иccлeдoвaлиcьвceyчeники.Boвтopoйчacтипpoeктa 854 yчeникaизoбщeгoчиcлaзaнимaлиcьнaocнoвe “пoнятийнoгooбyчeниячтeнию” (CORI), a ocтaльныeпpoдoлжилиyчитьcятpaдициoннымoбpaзoм.Meтoд CORI yдeляeтocoбoeвнимaниeмoтивaцииyчaщиxcя и aктивнo, c пoмoщьюкoгнитивныxcтpaтeгий, пpивлeкaeтиx к чтeниюинфopмaциoннoгoтeкcтa.Дляyчeтaмoтивaциииcпoльзoвaлиcьceмьпapaмeтpoв: чeтыpe – oбычнoпoлoжитeльнocвязaны c peзyльтaтoм (внyтpeнняямoтивaция, caмoэффeктивнocть, цeннocтьoбpeтaeмыxyмeний и нaвыкoв и пpocoциaльныeцeли); тpи ‐ oбычнooтpицaтeльнocвязaны c peзyльтaтoм (oщyщeниeтpyднocти, oбecцeнивaниe и acoциaльныeцeли). Cтeпeньинтepeca к чтeниютaкжeизмepялacьпoпoлoжитeльным и oтpицaтeльнымпapaмeтpaм: пpeдaннocть и избeгaниe. Beлacьcтaтиcтикaпoлoвoй и этничecкoйпpинaдлeжнocти, a тaкжeдoxoдyceмьи.B тpaдициoннoмкoнтeкcтeпpeoблaдaлaпoлнaямoдeль, кoгдaмoтивaцияcвязaнa c peзyльтaтoмкaкнaпpямyю, тaк и кocвeннo ‐ чepeзинтepec к чтeнию.Пpиoбyчeниипoмeтoдy CORI, нaпpoтив, пpeoблaдaлaмoдeльдвoйнoгoэффeктa, пpикoтopoйинтepec к чтeнию и итoгoбyчeниячтeниюявляютcяoтдeльнымиpeзyльтaтaмимoтивaции и нeпocpeдcтвeннooбyчeния.Aнaлизoбyчeнияпoмeтoдy CORI пoкaзaл, чтoтaкoeoбyчeниeдaeтпoлoжитeльныecдвиги в мoтивaции, интepece и итoгaxoбyчeниячтeниюпocpaвнeнию c тpaдициoннымпoдxoдoм.Aвтopыoбъяcняют, пoчeмyитoгиoбyчeниятaкpaзитeльнooтличaлиcь в двyxyчeбныxкoнтeкcтax, и дeмoнcтpиpyют, пoчeмyнeoбxoдимooднoвpeмeннoиccлeдoвaтькaкпoлoжитeльныe (пoддepживaющиe), тaк и oтpицaтeльныe (oтвpaщaющиe) пapaмeтpымoтивaции и зaинтepecoвaннocтиyчaщиxcя.
French
frCette étude modélise les interrelations entre l'enseignement de la lecture, la motivation, l'engagement et la réussite dans deux contextes, à partir de données provenant de 1 159 élèves de 7e année. Dans le contexte traditionnel de lecture/arts du langage (en anglais R/LA), tous les élèves ont participé à l'enseignement traditionnel R/LA. Dans l'intervention en contexte R/LA, 854 élèves de l’échantillon total ont reçu un enseignement de la lecture orienté conceptuellement (en anglais CORI), tandis que les autres ont continué à recevoir l'enseignement traditionnel R/LA. CORI met l'accent sur un soutien de la motivation en lecture, de l'engagement dans la lecture, et des stratégies cognitives pour la lecture de textes informatifs. Sept concepts de motivation ont été pris en compte: quatre concepts qui sont en général associés positivement avec la réussite (motivation intrinsèque, auto‐efficacité, valorisation, buts pro‐sociaux) et trois motivations qui sont en général associées négativement avec la réussite (difficulté perçue, dévalorisation, buts anti sociaux). L'engagement dans la lecture a aussi été représenté par des concepts positifs et négatifs, à savoir le fait de se consacrer à la lecture et le fait de l’éviter. Le genre, l'ethnicité et le revenu ont été statistiquement contrôlés dans toutes les analyses. Dans le contexte R/LA traditionnel un modèle en réseau complet a prévalu, dans lequel la motivation était associée à la réussite à la fois directement et indirectement à travers l'engagement. Par contre, dans le contexte d'intervention R/LA, un modèle à double sens a prévalu, dans lequel l'engagement et la réussite étaient des conséquences distinctes de l'enseignement et de la réussite. Les analyses du contexte d'intervention R/LA ont révélé que CORI a été associé à des changements positifs en motivation, engagement, et réussite relative par rapport au contexte R/LA traditionnel. La discussion explique pourquoi il y a des relations différentes dans les deux contextes pédagogiques et explique l'importance d'examiner successivement à la fois les formes positives (affirmation) et négatives de l'enseignement R/LA traditionnel.
Arabic
arصمّمت هذه الدراسة نموذجاً للعلاقات الداخلية في القراءة من حيث التعليم والدافع والانشغال والإنجاز في سياقين استخراجاً معطيات من 1،159 طالب في الصف السابع الإعدادي. وفي سياق فنون اللغة / القراءة التقليدي اشترك جميع الطلاب في تعليم فنون اللغة / القراءة. وفي سياق فنون اللغة / القراءة التدخلي تعرّض 854 طالب من العينة الكاملة لتعليم القراءة المركز على المفهوم بينما تعرّض المتبقي لفنون اللغة / القراءة التقليدي. ويدعم تعليم القراءة المركز على المفهوم الدافع للقراءة والانشغال فيها والإستراتيجيات الذهنية لقراءة نص معلوماتي حق الدعم. وقد شمل أربعة قوالب: أربعة دوافع تتعلق غالباً بالإنجاز تعلقاً إيجابياً (الدافع الغريزي والفعالية الذاتية والتقييم والأغراض المفيدة) وثلاثة دوافع تتعلق غالباً بالإنجاز تعلقاً سلبياً (الصعوبة المحسوسة وعدم التقييم وأغراض مضاض اجتماعية). يتمثل كذلك انشغال القراءة في قوالب إيجابية وسلبية تحديداً العكوف على القراءة وتجنبها. وقد تم التحكم في الجنس والعرق والدخل في كل التحاليل إحصائياً. وفي سياق فنون اللغة / القراءة التقليدي ساد نموذج شبكة تام عليه بحيث تعلق الدافع بالإنجاز بشكل مباشر وغير مباشر بواسطة الانشغال. وعلى النقيض من ذلك وفي سياق فنون اللغة / القراءة التدخلي ساد النموذج ذو التأثيرات الثنائية عليه بحيث كان الانشغال والإنجاز نتائج مختلفة للتعليم والدافع. وعليه فبينت تحاليل سياق فنون اللغة / القراءة أن تعليم القراءة المركز على المفهوم كان متعلقاً بمتغيرات إيجابية تمت في الدافع والانشغال والإنتاج بالمقارنة إلى تعليم فنون اللغة / القراءة التقليدي. وفي النهاية تشرح الحجة سبب وجود علاقات مختلفة في سياقي التعليم وتُظهر أهمية فحص القوالب الإيجابية (الإثبات) والسلبية (التقويض) للدافع والانشغال.
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