A model of Chinese reading comprehension: The role of cognition and motivation

被引：2

作者：

Yeung, Pui-sze ^{[1
]}

机构：

[1] Univ Hong Kong, Fac Educ, Hong Kong, Peoples R China

来源：

LEARNING AND INDIVIDUAL DIFFERENCES | 2022年 / 99卷

关键词：

Chinese; Cognition; Motivation; Reading comprehension; SELF-DETERMINATION THEORY; TEXT COMPREHENSION; INTRINSIC MOTIVATION; WORKING-MEMORY; POOR READERS; ACHIEVEMENT; INSTRUCTION; ENGAGEMENT; AUTONOMY; STUDENTS;

D O I：

10.1016/j.lindif.2022.102202

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

This study examined the contribution of reading motivation to reading comprehension among Chinese elementary children from a self-determination theory perspective. A total of 379 Chinese third to fifth graders were assessed on four types of reading motivation (i.e., external regulation, introjected regulation, identified regulation and intrinsic motivation), cognitive factors important to Chinese reading comprehension (i.e., verbal working memory, reading fluency and syntactic skills), and reading comprehension. Structural equation modelling analysis results showed that introjected regulation negatively predicted reading comprehension and identified regulation positively predicted reading comprehension. The contribution of identified regulation to reading comprehension was mediated by its contribution to cognitive factors. These results underscore the possible positive association of reading motivation with cognitive factors important to reading comprehension development.

引用

页数：14

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