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Motivational Aspects of Students' Amount of Reading and Affective Reading Experiences in a School Context: A Large-Scale Study of Grades 6 and 9
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. (UmSER)ORCID iD: 0000-0002-1535-873X
Department of Educational Sciences, School of Education, Health and Social Studies, Dalarna University, Falun, Sweden.ORCID iD: 0000-0001-9990-5501
Department of Educational Sciences, School of Education, Health and Social Studies, Dalarna University, Falun, Sweden.ORCID iD: 0000-0001-7561-7679
Department of Educational Sciences, School of Education, Health and Social Studies, Dalarna University, Falun, Sweden.ORCID iD: 0000-0002-2130-4797
2022 (English)In: Reading Psychology, ISSN 0270-2711, E-ISSN 1521-0685, Vol. 43, no 7, p. 442-476Article in journal (Refereed) Published
Abstract [en]

As leisure-time reading among adolescents declines in the western world, stakeholders try to increase students' motivation for school-related reading. We examine the relationship of students' autonomous and controlled reading motivation with their amount and experiences of school-related reading in four school subjects, controlling for students' attitudes toward the school subjects and general attitudes toward reading. Questionnaire data were collected from 3308 students in Grades 6 and 9 at 144 schools in Sweden. Multiple linear regression indicates that students' attitudes toward the subject are more important predictors of reading amount than their reading motivation. Motivation type was primarily related to students' affective experiences of the reading, and only weakly related to their amount of school-related reading. Results suggest that the relationship between motivation and school-related reading differ from voluntary leisure-time reading. The study thus complements previous research which primarily has focused on the role of students' motivation for their amount of leisure-time reading.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2022. Vol. 43, no 7, p. 442-476
National Category
Pedagogical Work
Research subject
educational work
Identifiers
URN: urn:nbn:se:umu:diva-199167DOI: 10.1080/02702711.2022.2118914ISI: 000850620800001Scopus ID: 2-s2.0-85137770331OAI: oai:DiVA.org:umu-199167DiVA, id: diva2:1693504
Projects
Läsa eller inte läsa: En studie av grundskolans läspraktiker.
Funder
Swedish Research Council, 2017-2019/2020Available from: 2022-09-07 Created: 2022-09-07 Last updated: 2022-11-30Bibliographically approved

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Winberg, Mikael T.

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