The Relationship Between Intrinsic Motivation and Reading Comprehension: Mediating Effects of Reading Amount and Metacognitive Knowledge of Strategy Use

被引：43

作者：

Miyamoto, Ai ^{[1
]}

Pfost, Maximilian ^{[2
]}

Artelt, Cordula ^{[2
]}

机构：

[1] GESIS Leibniz Inst Social Sci, Dept Survey Design & Methodol, Mannheim, Germany

[2] Otto Friedrich Univ Bamberg, Fak Humanwissensch, Dept Educ Res, Bamberg, Germany

来源：

SCIENTIFIC STUDIES OF READING | 2019年 / 23卷 / 06期

关键词：

COMPETENCE; STUDENTS; ACHIEVEMENT; LITERACY; VOCABULARY; BEHAVIOR; BELIEFS; ABILITY;

D O I：

10.1080/10888438.2019.1602836

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The goal of the present study was to investigate the mediating effects of reading amount and metacognitive knowledge of strategy use in the relationship between intrinsic motivation and reading comprehension among secondary school students. We hypothesized that reading amount and metacognitive knowledge of strategy use in Grade 6 will mediate the relationship between intrinsic motivation in Grade 5 and reading comprehension in Grade 7 while taking into account the reciprocal relationship between intrinsic motivation and reading comprehension in Grades 5 and 7. Within the framework of the German National Educational Panel Study, 3,829 secondary school students were included in the analyses. Based on the analyses of structural equation models, we found significant indirect effects of intrinsic motivation on reading comprehension through reading amount and metacognitive knowledge of strategy use. The results of exploratory analyses on moderating effects of sex and the levels of reading skills are also discussed.

引用

页码：445 / 460

页数：16

共 50 条

[21] The relationsip between the use of metacognitive strategies and reading comprehension
Sen, H. Senay
[J]. WORLD CONFERENCE ON EDUCATIONAL SCIENCES - NEW TRENDS AND ISSUES IN EDUCATIONAL SCIENCES, 2009, 1 (01): : 2301 - 2305
[22] Developmental relationship between declarative metacognitive knowledge and reading comprehension during secondary school
Edossa, Ashenafi Kassahun
Neuenhaus, Nora
Artelt, Cordula
Lingel, Klaus
Schneider, Wolfgang
[J]. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION, 2019, 34 (02) : 397 - 416
[23] Developmental relationship between declarative metacognitive knowledge and reading comprehension during secondary school
Ashenafi Kassahun Edossa
Nora Neuenhaus
Cordula Artelt
Klaus Lingel
Wolfgang Schneider
[J]. European Journal of Psychology of Education, 2019, 34 : 397 - 416
[24] The mediating effect of metacognitive strategies on the relationship between reading motivation and reading achievement in multilingual and english-dominant students
Jang, Eunjee
Seo, Young S.
Brutt-Griffler, Janina
[J]. READING AND WRITING, 2024,
[25] Effects of metacognitive strategy instruction and instruction time on reading comprehension
Houtveen, A. A. M.
van de Grift, W. J. C. M.
[J]. SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT, 2007, 18 (02) : 173 - 190
[26] Reading Motivation, Reading Amount, and Text Comprehension in Deaf and Hearing Adults
Parault, Susan J.
Williams, Heather M.
[J]. JOURNAL OF DEAF STUDIES AND DEAF EDUCATION, 2010, 15 (02): : 120 - 135
[27] Relations among reading motivation, reading amount, and reading comprehension in the early elementary grades
Stutz, Franziska
Schaffner, Ellen
Schiefele, Ulrich
[J]. LEARNING AND INDIVIDUAL DIFFERENCES, 2016, 45 : 101 - 113
[28] The Relationship Between Reading Strategy and Reading Comprehension: A Meta-Analysis
Sun, Yuanke
Wang, Jindao
Dong, Yang
Zheng, Haoyuan
Yang, Jie
Zhao, Yaman
Dong, Weiyang
[J]. FRONTIERS IN PSYCHOLOGY, 2021, 12
[29] EFL medical students' metacognitive strategy use for hypertext reading comprehension
Shang, Hui-Fang
[J]. JOURNAL OF COMPUTING IN HIGHER EDUCATION, 2018, 30 (02) : 259 - 278
[30] EFL medical students’ metacognitive strategy use for hypertext reading comprehension
Hui-Fang Shang
[J]. Journal of Computing in Higher Education, 2018, 30 : 259 - 278

← 1 2 3 4 5 →