This study provides evidence of reduced reading motivation from
time to time for all students, consistent with our first predictions and with
changes in previously documented developments of intrinsic and social
motivation in the general population of students. In particular, the main
effect of time is interpreted as a decrease in ementary motivation to the
secondary school level. This study examined the relationship between reading
time between reading motivation and reading achievement later for students with
reading ability (RD) and comparison groups (ADHD and typical). More
importantly, the decreased motivation assessed on MRQ parallels the decline in
reading behavior indicators over time in the RAI (i.e, with fewer reading
activities and less reading for pleasure). In other words, and as predicted,
more motivation is avoided based on students who have experienced low reading
(low achievement).
It also predicts that
early reading failure will interact with time and produce group differences in
motivation and subsequent reading. In this study, such interactions are
essential for intrinsic and extrinsic motivation.
Annisa Masnasuri Kesai
16611069
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