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(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.
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