Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2017, Cilt: 6 Sayı: 4, 419 - 431, 15.10.2017
https://doi.org/10.12973/eu-jer.6.4.419

Öz

Kaynakça

  • Alexander, P. (2005). The path to competence: A lifespan developmental perspective on reading. Journal of Literacy Research, 37, 413–436.
  • Alvermann, D. E., & Guthrie, J. T. (1993). Themes and directions of the National Reading Research Center. Perspectives in Reading Research, 1, 1-11.
  • Babalis, T., Galanaki, Ε., & Stavrou, Ν. Α. (2007). Η ζωή στη σχολική τάξη: Σύνδεσμοι μεταξύ υποστήριξης, συνεργασίας και σχολικής αυτοεκτίμησης [Life in classroom: Relations among support, collaboration and school self-esteem]. Επιστήμες Αγωγής, 2, 35-50.
  • Baker, L. & Wigfield, A. (1999). Dimensions of children’s motivation for reading and their relations to reading activity and reading achievement. Reading Research Quarterly, 34, 452-477.
  • Bandura, A. (1995). Self-efficacy in changing societies. New York, NY: Cambridge University Press.
  • Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares & T. Urdan, (Eds.), Self-Efficacy Beliefs of Adolescents (pp. 307-337). Greenwich, CT: Information Age Publishing
  • Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15(1), 1-40.
  • Cohen, L. & Manion, L. (1994). Μεθοδολογία εκπαιδευτικής έρευνας [Educational research methodology] (Χ. Μητσοπούλου & Μ. Φιλοπούλου, μτφρ.). Αθήνα: Μεταίχμιο.
  • Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York, NY: Harper Perennial.
  • Deci, E., & Ryan, R. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum.
  • Deci, E. L., & Ryan, R. M. (2000). The ‘what’ and ‘why’ of goal pursuits: Human needs and the self‐determination of behaviour. Psychological Inquiry, 11(4), 227‐268.
  • Deci, E. L., Ryan, R. M., Gagne, M., Leone, D. R., Usunov, J., & Kornazheva, B. P. (2001). Need satisfaction, motivation, and well-being in the work organizations of a former eastern bloc country: A cross-cultural study of self-determination. Personality and Psychology Bulletin, 27(8), 930–942.
  • Gambrell, L.B., Palmer, B.M., Codling, R.M., & Mazzoni, S.A. (1996). Assessing motivation to read. The Reading Teacher, 49(7), 518–533.
  • Guthrie, J., & Wigfield, A. (2000). Engagement and motivation in reading. In M. Kamil, P. Mosenthal, P. Pearson, & R. Barr (Eds.), Handbook of reading research (3rd ed.) (pp. 403-422). New York, NY: Longman.
  • Guthrie, J. T., McRae, A., & Klauda, S.L. (2007). Contributions of concept-oriented reading instruction to knowledge about interventions for motivations in reading. Educational Psychologist, 42(4), 237-250.
  • Henk, W. A., & Melnick, S. A. (1995). The Reader Self-Perception Scale (RSPS): A new tool for measuring how children feel about themselves as readers. The Reading Teacher, 48(6), 470-482.
  • Jackson, S.A., & Marsh, H.W. (1995). Development and validation of a scale to measure optimal experience: The Flow State Scale. Journal of Sport and Exercise Psychology, 18, 17-35.
  • Kambaki-Vougioukli, P., & Vougiouklis, T . (2008). Bar instead of scale. Ratio Sociologica, 3, 49-56.
  • Lapp, D., & Fisher, D. (2009). It’s all about the book: Motivating teens to read. Journal of Adolescent & Adult Literacy, 52(7), 556-561.
  • McAuley, E., Duncan, T., & Tammen, V. (1989). Psychometric properties of the Intrinsic Motivation Inventory in a competitive sport setting: A confirmatory factor analysis. Research Quarterly for Exercise and Sport, 60(1), 48-58.
  • Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom; Applying self-determination theory to educational practice. Theory and Research in Education, 7(2), 133-144.
  • Pajares, F., Hartley, J., & Valiante, G. (2001). Response format in writing self-efficacy assessment: Greater discrimination increases prediction. Measurement and Evaluation in Counseling and Development, 33, 214-221.
  • Pajares, F. (2006). Self-efficacy during childhood and adolescence. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 339-367). Greenwich, CT: Information Age Publishing.
  • Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications (2nd ed.). Upper Saddle River, NJ: Prentice Hall.
  • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.
  • Richer, S., & Vallerand, R. J. (1998). Construction and validation of the Perceived Relatedness Scale. Revue Européene de Psychologie Appliquée, 48, 129-137.
  • Schunk, D. H., & Rice, J. M. (1993). Strategy fading and progress feedback: Effects on self-efficacy and comprehension among students receiving remedial reading services. Journal of Special Education, 27(3), 257–276.
  • Schunk, D. H., & Pajares, F. (2002). The development of academic self-efficacy. In A. Wigfield, & J. S. Eccles, (Eds.), Development of achievement motivation (pp. 16-32). San Diego, CA: Academic Press.
  • Walker, B. (2003). The cultivation of student self-efficiency in reading and writing. Reading and Writing Quarterly, 19(2), 173–187.
  • Wigfield, A., Eccles, J.. S., & Pintrich, P. (1996). Development between the ages of eleven and twenty-five. In D.C. Berliner, & R.C. Calfee (Eds.), The Handbook of Educational Psychology, New York, NY: Macmillan Publishing.
  • Wigfield, A., & Guthrie, J.T. (1997). Relations of children’s motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology, 89(3), 420-432.
  • Wigfield, A., Guthrie, J. T., Tonks, S., & Perencevich, K. C. (2004). Children's motivation for reading: Domain specificity and instructional influences. The Journal of Educational Research, 97(6), 299-309.

Measuring Literary Reading Motivation: Questionnaires Design and Pilot Testing

Yıl 2017, Cilt: 6 Sayı: 4, 419 - 431, 15.10.2017
https://doi.org/10.12973/eu-jer.6.4.419

Öz

This study aims to present the design and pilot testing procedures of the two specific self-report questionnaires were used to measure the two key aspects of reading motivation, self-efficacy and intrinsic motivation in the field of literary (narrative) reading, and the partial factors that jointly shape them. These instruments were outlined in advance, tested on a small scale and finally administered in a pre-post (quasi)experimental-control group research study, in order to investigate the effect of an intervention reading program to 6 graders. The measurement tools have good validity and reliability evidence, but further construct validity analysis should be done

Kaynakça

  • Alexander, P. (2005). The path to competence: A lifespan developmental perspective on reading. Journal of Literacy Research, 37, 413–436.
  • Alvermann, D. E., & Guthrie, J. T. (1993). Themes and directions of the National Reading Research Center. Perspectives in Reading Research, 1, 1-11.
  • Babalis, T., Galanaki, Ε., & Stavrou, Ν. Α. (2007). Η ζωή στη σχολική τάξη: Σύνδεσμοι μεταξύ υποστήριξης, συνεργασίας και σχολικής αυτοεκτίμησης [Life in classroom: Relations among support, collaboration and school self-esteem]. Επιστήμες Αγωγής, 2, 35-50.
  • Baker, L. & Wigfield, A. (1999). Dimensions of children’s motivation for reading and their relations to reading activity and reading achievement. Reading Research Quarterly, 34, 452-477.
  • Bandura, A. (1995). Self-efficacy in changing societies. New York, NY: Cambridge University Press.
  • Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares & T. Urdan, (Eds.), Self-Efficacy Beliefs of Adolescents (pp. 307-337). Greenwich, CT: Information Age Publishing
  • Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15(1), 1-40.
  • Cohen, L. & Manion, L. (1994). Μεθοδολογία εκπαιδευτικής έρευνας [Educational research methodology] (Χ. Μητσοπούλου & Μ. Φιλοπούλου, μτφρ.). Αθήνα: Μεταίχμιο.
  • Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York, NY: Harper Perennial.
  • Deci, E., & Ryan, R. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum.
  • Deci, E. L., & Ryan, R. M. (2000). The ‘what’ and ‘why’ of goal pursuits: Human needs and the self‐determination of behaviour. Psychological Inquiry, 11(4), 227‐268.
  • Deci, E. L., Ryan, R. M., Gagne, M., Leone, D. R., Usunov, J., & Kornazheva, B. P. (2001). Need satisfaction, motivation, and well-being in the work organizations of a former eastern bloc country: A cross-cultural study of self-determination. Personality and Psychology Bulletin, 27(8), 930–942.
  • Gambrell, L.B., Palmer, B.M., Codling, R.M., & Mazzoni, S.A. (1996). Assessing motivation to read. The Reading Teacher, 49(7), 518–533.
  • Guthrie, J., & Wigfield, A. (2000). Engagement and motivation in reading. In M. Kamil, P. Mosenthal, P. Pearson, & R. Barr (Eds.), Handbook of reading research (3rd ed.) (pp. 403-422). New York, NY: Longman.
  • Guthrie, J. T., McRae, A., & Klauda, S.L. (2007). Contributions of concept-oriented reading instruction to knowledge about interventions for motivations in reading. Educational Psychologist, 42(4), 237-250.
  • Henk, W. A., & Melnick, S. A. (1995). The Reader Self-Perception Scale (RSPS): A new tool for measuring how children feel about themselves as readers. The Reading Teacher, 48(6), 470-482.
  • Jackson, S.A., & Marsh, H.W. (1995). Development and validation of a scale to measure optimal experience: The Flow State Scale. Journal of Sport and Exercise Psychology, 18, 17-35.
  • Kambaki-Vougioukli, P., & Vougiouklis, T . (2008). Bar instead of scale. Ratio Sociologica, 3, 49-56.
  • Lapp, D., & Fisher, D. (2009). It’s all about the book: Motivating teens to read. Journal of Adolescent & Adult Literacy, 52(7), 556-561.
  • McAuley, E., Duncan, T., & Tammen, V. (1989). Psychometric properties of the Intrinsic Motivation Inventory in a competitive sport setting: A confirmatory factor analysis. Research Quarterly for Exercise and Sport, 60(1), 48-58.
  • Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom; Applying self-determination theory to educational practice. Theory and Research in Education, 7(2), 133-144.
  • Pajares, F., Hartley, J., & Valiante, G. (2001). Response format in writing self-efficacy assessment: Greater discrimination increases prediction. Measurement and Evaluation in Counseling and Development, 33, 214-221.
  • Pajares, F. (2006). Self-efficacy during childhood and adolescence. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 339-367). Greenwich, CT: Information Age Publishing.
  • Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications (2nd ed.). Upper Saddle River, NJ: Prentice Hall.
  • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.
  • Richer, S., & Vallerand, R. J. (1998). Construction and validation of the Perceived Relatedness Scale. Revue Européene de Psychologie Appliquée, 48, 129-137.
  • Schunk, D. H., & Rice, J. M. (1993). Strategy fading and progress feedback: Effects on self-efficacy and comprehension among students receiving remedial reading services. Journal of Special Education, 27(3), 257–276.
  • Schunk, D. H., & Pajares, F. (2002). The development of academic self-efficacy. In A. Wigfield, & J. S. Eccles, (Eds.), Development of achievement motivation (pp. 16-32). San Diego, CA: Academic Press.
  • Walker, B. (2003). The cultivation of student self-efficiency in reading and writing. Reading and Writing Quarterly, 19(2), 173–187.
  • Wigfield, A., Eccles, J.. S., & Pintrich, P. (1996). Development between the ages of eleven and twenty-five. In D.C. Berliner, & R.C. Calfee (Eds.), The Handbook of Educational Psychology, New York, NY: Macmillan Publishing.
  • Wigfield, A., & Guthrie, J.T. (1997). Relations of children’s motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology, 89(3), 420-432.
  • Wigfield, A., Guthrie, J. T., Tonks, S., & Perencevich, K. C. (2004). Children's motivation for reading: Domain specificity and instructional influences. The Journal of Educational Research, 97(6), 299-309.
Toplam 32 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Diğer ID JA27BH66GY
Bölüm Araştırma Makalesi
Yazarlar

Michail Chrysos Bu kişi benim

Yayımlanma Tarihi 15 Ekim 2017
Yayımlandığı Sayı Yıl 2017 Cilt: 6 Sayı: 4

Kaynak Göster

APA Chrysos, M. (2017). Measuring Literary Reading Motivation: Questionnaires Design and Pilot Testing. European Journal of Educational Research, 6(4), 419-431. https://doi.org/10.12973/eu-jer.6.4.419
AMA Chrysos M. Measuring Literary Reading Motivation: Questionnaires Design and Pilot Testing. eujer. Ekim 2017;6(4):419-431. doi:10.12973/eu-jer.6.4.419
Chicago Chrysos, Michail. “Measuring Literary Reading Motivation: Questionnaires Design and Pilot Testing”. European Journal of Educational Research 6, sy. 4 (Ekim 2017): 419-31. https://doi.org/10.12973/eu-jer.6.4.419.
EndNote Chrysos M (01 Ekim 2017) Measuring Literary Reading Motivation: Questionnaires Design and Pilot Testing. European Journal of Educational Research 6 4 419–431.
IEEE M. Chrysos, “Measuring Literary Reading Motivation: Questionnaires Design and Pilot Testing”, eujer, c. 6, sy. 4, ss. 419–431, 2017, doi: 10.12973/eu-jer.6.4.419.
ISNAD Chrysos, Michail. “Measuring Literary Reading Motivation: Questionnaires Design and Pilot Testing”. European Journal of Educational Research 6/4 (Ekim 2017), 419-431. https://doi.org/10.12973/eu-jer.6.4.419.
JAMA Chrysos M. Measuring Literary Reading Motivation: Questionnaires Design and Pilot Testing. eujer. 2017;6:419–431.
MLA Chrysos, Michail. “Measuring Literary Reading Motivation: Questionnaires Design and Pilot Testing”. European Journal of Educational Research, c. 6, sy. 4, 2017, ss. 419-31, doi:10.12973/eu-jer.6.4.419.
Vancouver Chrysos M. Measuring Literary Reading Motivation: Questionnaires Design and Pilot Testing. eujer. 2017;6(4):419-31.