Reading Amount as a Mediator of the Effects of Intrinsic and Extrinsic Reading Motivation on Reading Comprehension
Abstract
enThis study examined the role of reading amount as a mediator of the effects of intrinsic and extrinsic reading motivation on higher order reading comprehension (comprised of paragraph‐ and passage‐level comprehension) in a sample of 159 fifth‐grade elementary students. A positive association between intrinsic reading motivation and reading amount was assumed, whereas a negative contribution to reading amount was expected for extrinsic reading motivation. As control variables, lower order reading comprehension (comprised of word‐ and sentence‐level comprehension), gender, and social desirability were taken into account. Structural equation analyses indicated that reading amount fully mediated the positive effect of intrinsic reading motivation on higher order comprehension, whereas extrinsic reading motivation exerted both indirect and direct negative effects on comprehension. Additional analyses confirmed a suppression effect and showed significant negative contributions of extrinsic reading motivation to reading amount and reading comprehension only when intrinsic reading motivation was simultaneously included as a predictor.
Chinese
zh本研究在 159名小学五年级学生的样本中,审查阅读量作为中介变数,对较高层次阅读理解(包含段落和全文理解)的内在和外在阅读动机的影响作用。研究者假设内在阅读动机与阅读量之间存在正面的关联,并预期外在阅读动机对阅读量有负面影响作用。较低层次的阅读理解 (包含单词和句子的理解)、性别,以及社会期许,都被考虑为控制变量。结构方程式分析结果显示,阅读量能全面介导较高层次阅读理解的内在阅读动机的积极影响,而外在阅读动机则间接和直接对阅读理解有消极的影响。其他分析结果证实一种抑制作用,并显示只有当外在和内在阅读动机同时加进为预测因子作分析时,外在阅读动机才会对阅读量和阅读理解有显著的消极影响。
Spanish
esEste estudio examina el papel de la cantidad de lectura como mediador de los efectos de la motivación lectora intrínseca y extrínseca en la comprensión de lectura a nivel de orden superior (constituido por comprensión de párrafos y pasajes) en una muestra de 159 estudiantes de quinto grado de primaria. Se había esperado ver una relación positiva entre la motivación de lectura intrínseca y la cantidad de lectura, mientras que se esperaba ver una contribución negativa a la cantidad de lectura con la motivación extrínseca. Como variables de control, se tomaron en cuenta la comprensión de lectura a nivel de orden menor (constituido por la comprensión a nivel de palabras y oraciones), género, y la conveniencia social. El análisis de ecuaciones estructurales indicó que la cantidad de lectura totalmente mediaba el efecto positivo de la motivación de lectura intrínseca en la comprensión a nivel superior, mientras que la motivación extrínseca ejercía efectos negativos tanto directos como indirectos en la comprensión. Más análisis confirmó un efecto de supresión y mostró una contribución negativa importante de la motivación lectora extrínseca a la cantidad de lectura y la comprensión de lectura sólo cuando la motivación lectora intrínseca se incluía simultáneamente como predictor.
Arabic
arلقد فحصت هذه الدراسة دور كمية القراءة كوسيط للتأثيرات بين دافعيتي القراءة الباطنة والعارضة فيما يتعلق باستيعاب القراءة العالي الرتبة (المؤلفة من الاستيعاب على مستوى الفقرة والنص). وقد تم الافتراض بأن ثمة علاقة إيجابية بين الدافعية الباطنة وكمية القراءة بينما تم التوقع أن ثمة مساهمة سلبية لكمية القراءة لدى دافعية القراءة العارضة. وأخِذَ بعين الاعتبار أن استيعاب القراءة السافل الرتبة (المؤلفة من الاستيعاب على مستوى الكلمة والجملة) والجنس والرغبة الاجتماعية كالمتغيرات الضابطة. إن تحاليل المعادلة البنائية أشارت إلى أن كمية القراءة توسطت التأثير الإيجابي لدى دافعية القراءة الباطنة توسطاً تاماً بشأن الاستيعاب العالي الرتبة بينما فرضت دافعية القراءة العارضة تأثيرات سلبية مباشرة وغير مباشرة على الاستيعاب. وقد أثبتت التحاليل الإضافية تأثير كبت وبينت مساهمات سلبية مهمة لدى دافعية القراءة العارضة في كمية القراءة واستيعاب القراءة فقط حين تزامنت دافعية القراءة الباطنة متضمنة كمتنبئ.
Russian
ruКaкoвa poль oбъeмa пpoчитaннoгo в кaчecтвe cвязyющeгo звeнa мeждy внyтpeннeй и внeшнeй мoтивaциeй к чтeнию и глyбoким пoнимaниeм тeкcтoв (нa ypoвнe aбзaц—oтpывoк)? B иccлeдoвaнии пpиняли yчacтиe 159 пятиклaccникoв. Изнaчaльнo пpeдпoлaгaлocь нaличиe пoлoжитeльнoй зaвиcимocти мeждy внyтpeннeй мoтивaциeй к чтeнию и eгo oбъeмoм. Taкжe пpeдпoлaгaлocь нeгaтивнoe влияниe внeшнeй мoтивaции нa oбъeм читaeмыx тeкcтoв. B кaчecтвe кoнтpoльныx пepeмeнныx yчитывaлocь пoнимaниe пpoчитaннoгo бoлee низкoгo пopядкa (нa ypoвнe cлoвo—пpeдлoжeниe), a тaкжe гeндepныe и coциaльныe пpeдпoчтeния. Пpичиннoe мoдeлиpoвaниe пoкaзaлo, чтo oбъeм чтeния идeaльнo cooтвeтcтвyeт пoлoжитeльнoй зaвиcимocти мeждy внyтpeннeй мoтивaциeй и глyбoким пoнимaниeм пpoчитaннoгo, тoгдa кaк внeшняя мoтивaция oкaзывaeт пpямoe и кocвeннoe нeгaтивнoe влияниe нa пoнимaниe тeкcтa. Дoпoлнитeльный aнaлиз пoдтвepдил эффeкт пoдaвлeния и выявил, чтo oтpицaтeльнoe влияниe внeшнeй мoтивaции нa oбъeм чтeния и пoнимaниe тeкcтoв oтчeтливo пpиcyтcтвyeт тoлькo в тex cлyчaяx, кoгдa в кaчecтвe пpeдиктopa yчитывaлacь eщe и внyтpeнняя мoтивaция.
French
frCette recherche porte sur le rôle de la quantité de lecture en tant que médiateur de la motivation interne et externe de la lecture et un niveau de compréhension élevé de la lecture (compréhension au niveau du paragraphe et du passage) pour un échantillon de 159 élèves de 5e année (fin d’école élémentaire). On a supposé une association positive entre la motivation interne à la lecture et la quantité de lecture, et une contribution négative sur la quantité de lecture d'une motivation externe à celle‐ci. On a pris en compte, en tant que variables de contrôle, une compréhension de la lecture d'un niveau plus faible (compréhension au niveau du mot et de la phrase), le genre et la désirabilité sociale. Les analyses des équations structurales montrent que la quantité de lecture est totalement médiatisée par l'effet positif de la motivation interne de la lecture sur la compréhension de niveau élevé, tandis que la motivation externe pour la lecture a des effets négatifs directs et indirects sur la compréhension. Des analyses complémentaires confirment un effet de suppression et montrent des contributions négatives de la motivation externe sur la quantité de lecture et la compréhension de la lecture, mais uniquement quand la motivation interne à la lecture est prise en même temps en tant que prédicteur.
Number of times cited: 21
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