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An Analysis of Second Graders' Readi...

Anderson, Kristin.

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An Analysis of Second Graders' Reading Motivation: Investigating Intrinsic and Social Factors.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An Analysis of Second Graders' Reading Motivation: Investigating Intrinsic and Social Factors./
Author:	Anderson, Kristin.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	204 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-02, Section: A.
Contained By:	Dissertations Abstracts International81-02A.
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13811975
ISBN:	9781085567534

An Analysis of Second Graders' Reading Motivation: Investigating Intrinsic and Social Factors.
Anderson, Kristin.

An Analysis of Second Graders' Reading Motivation: Investigating Intrinsic and Social Factors. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 204 p.

Source: Dissertations Abstracts International, Volume: 81-02, Section: A.

Thesis (Ph.D.)--St. John's University (New York), 2019.

This item must not be sold to any third party vendors.

Reading motivation has been identified as a significant factor that contributes to academic achievement. However, research has demonstrated that reading motivation declines as students progress through the elementary years. Exploring younger students' reading motivation is warranted as it can identify practices that foster and sustain intrinsic reading motivation. The purpose of this mixed methods study was to investigate if distinct instructional contexts affect students' reading motivation and teachers' perceptions of instructional practices that impact reading motivation. This study is framed by self-determination theory and expectancy-value theory. Second grade teachers (n = 9) and their students (n = 74) from two Northeastern suburban school districts were the participants in the study. Data collection included administration of the Me and My Reading Profile (MMRP) and was followed by teacher focus group interviews. Survey data was analyzed quantitatively for mean differences and correlations while subsequent interview data was analyzed using the constant comparative method. Significant correlations identified relationships between motivation and three constructs measured: value of reading, self-concept, and literacy out loud. Teacher perceptions of motivational pedagogies revealed student autonomy, self-concept, teacher influence, and social learning as dominant themes. This study extends the extant research that supports the role of motivation in literacy development and the necessity to include affective components into literacy instruction. Limitations include the small sample size and the use of self-reported data. Opportunities for future research are discussed as well as implications on practice.

ISBN: 9781085567534Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Intrinsic motivation

An Analysis of Second Graders' Reading Motivation: Investigating Intrinsic and Social Factors.
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500 $a Source: Dissertations Abstracts International, Volume: 81-02, Section: A.
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520 $a Reading motivation has been identified as a significant factor that contributes to academic achievement. However, research has demonstrated that reading motivation declines as students progress through the elementary years. Exploring younger students' reading motivation is warranted as it can identify practices that foster and sustain intrinsic reading motivation. The purpose of this mixed methods study was to investigate if distinct instructional contexts affect students' reading motivation and teachers' perceptions of instructional practices that impact reading motivation. This study is framed by self-determination theory and expectancy-value theory. Second grade teachers (n = 9) and their students (n = 74) from two Northeastern suburban school districts were the participants in the study. Data collection included administration of the Me and My Reading Profile (MMRP) and was followed by teacher focus group interviews. Survey data was analyzed quantitatively for mean differences and correlations while subsequent interview data was analyzed using the constant comparative method. Significant correlations identified relationships between motivation and three constructs measured: value of reading, self-concept, and literacy out loud. Teacher perceptions of motivational pedagogies revealed student autonomy, self-concept, teacher influence, and social learning as dominant themes. This study extends the extant research that supports the role of motivation in literacy development and the necessity to include affective components into literacy instruction. Limitations include the small sample size and the use of self-reported data. Opportunities for future research are discussed as well as implications on practice.
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