It’s not, “let’s do more”. It’s, “let’s do different”: Recognizing the Important Associations between Children’s Reading Skill and their Motivation and Engagement in the Elementary School Classroom
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Notice bibliographique
Résumé
This dissertation contains a collection of three studies that examined young children’s engagement and motivation for reading concurrently in the context of word reading achievement. Participants across the three studies included students in grades 1 and 2, and their teachers, from public and Catholic elementary schools in the Greater Toronto Area. The goal of the first study was to assess how reading motivation and engagement relate to each other and whether they help to explain variance in children’s reading achievement together as a shared unit, or whether they each contribute something unique. Results showed that reading self-concept, reading interest, and emotional engagement are unique dimensions, but that they have a shared component that is related to children’s word reading skills. The goal of the second study was to explore individual differences in early readers’ motivation and emotional engagement. Using person-centered analyses, results identified more than one profile of reading motivation and emotional engagement in grades 1 and 2. The motivation and engagement construct that most informs these profiles appears to change over time, with reading interest being especially important in grade 2. A latent transition analysis suggested that a student’s motivation and engagement profile in grade 1 is important for their later motivation and engagement. Most students did not change profiles over time—maintaining either positive or poor motivation and engagement from grade 1 to 2. The goal of the third study was to assess teacher autonomy support as an instructional approach that may enable positive reading motivation and emotional engagement by offering choice and teaching relevance of learning tasks. Results showed that the pathway between students’ reading achievement in grade 1 and their later reading self-concept in grade 2 was explained by teacher autonomy support and its relation to students’ emotional engagement and reading interest. The contributions of this dissertation are to enhance an understanding of what young readers’ motivation and engagement looks like in grades 1 and 2. By considering different dimensions of motivation, specifically self-concept and reading interest, in addition to children’s general emotional engagement when learning, we may be able to explain some of the observed differences in children’s reading behaviours and achievement.
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Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,004 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,002 | 0,000 |
| Communication savante | 0,002 | 0,001 |
| Science ouverte | 0,002 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
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