Читательская грамотность. Минск: рикз, 2020. 201 с
Assessing students' reading motivation, reading practices and awareness of reading
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1-ex pisa
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- Intrinsic motivation and interest in reading
| Assessing students' reading motivation, reading practices and awareness of reading
strategies 111. Since PISA 2000, the importance of motivational attributes of the reader (such as their attitude toward reading) and of their reading practices (e.g. the readers’ factors in Figure 1) has been highlighted in the reading literacy framework; accordingly, items and scales have been developed to measure these important constructs in the student questionnaire. It is important to note that reading motivation and reading strategies may vary as a function of the contexts and types of texts considered. Therefore, questionnaire items assessing motivation and strategies should refer to a range of situations that represent students' practices. In addition to increased theoretical relevance, items referring to more specific and concrete situations are known to decrease the risk of response bias that may come with ratings and self-reports. Intrinsic motivation and interest in reading 112. “While motivation refers to goals, values, beliefs in a given area, such as reading, engagement refers to behavioural displays of effort, time, and persistence in attaining desired outcomes” (Klauda & Guthrie, 2015, p. 240). Reading engagement, motivation and practices have been shown in a number of studies to be strongly linked with reading proficiency (Becker, McElvany, & Kortenbruck, 2010; Guthrie, Wigfield, Metsala, & Cox, 2004; Klauda & Guthrie, 2014; Mol & Bus, 2011; Morgan & Fuchs, 2007; Pfost, Dörfler, & Artelt, 2013; Schaffner, Philipp, & Schiefele, 2014; Schiefele, Schaffner, Möller, & Wiegfield, 2012). In PISA 2000, engagement in reading (comprising interest, intrinsic motivation, avoidance and practices) were strongly correlated with reading proficiency, stronger even than the association between reading literacy and socio- economic status (OECD, 2002; 2010a). In other studies, reading engagement has been shown to explain reading achievement more than any other variable besides previous reading achievement 181 (Guthrie & Wigfield, 2000). Critically, perseverance as a characteristic of engagement has also been linked to successful learning and achievement outside of school (Heckman & Kautz, 2012). Thus, motivation and engagement are powerful variables and levers on which one can act in order to enhance reading proficiency and reduce gaps between groups of students. 113. In previous PISA cycles in which reading literacy was the major domain (PISA 2000 and PISA 2009), the main motivational construct investigated was interest in reading and intrinsic motivation. The scale measuring interest and intrinsic motivation also captured reading avoidance, which is lack of interest or motivation and has shown strong associations with achievement especially among struggling readers (Klauda & Guthrie, 2015; Legault, & al., 2006). For PISA 2018, in accordance with what was done in other domains, two other prominent motivational constructs will be investigated as part of the PISA questionnaire, namely self-efficacy, the individual’s perceived capacity of doing specific tasks, and self-concept, the individual’s own perceived abilities related to a domain. жүктеу/скачать 3,64 Mb. Достарыңызбен бөлісу:
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