The Relationship Between 5th Graders' Reading Comprehension, Reading Motivation and Reading Habits

Yıl 2011, Cilt: 31 Sayı: 3, 793 - 815, 01.09.2011

Mustafa Yıldız Hayati Akyol

Öz

This study aimed wheter or not reading comprehension was affected directly by intrinsic and extrinsic reading motivation, and indirectly by the mediation of the reading habit. The study group comprised a total of 481 fifth graders from the lower, middle and upper socioeconomic levels. Accoding to the results of the study intrinsic motivation was found to have a positive effect on reading comprehension. It was also found that extrinsic motivation affects reading comprehension negatively but that its "competition" dimension affects reading comprehension positively. The results showed that intrinsic motivation, not extrinsic, is effective when reading stems from students' personal tendencies. Students seemed to spend time on reading materials that tap their interests and curiosities outside school. However, during school-related reading hours, extrinsic motivation seemed to have a stronger effect. The results also showed that students' reading habits did not affect their reading comprehen

Anahtar Kelimeler

Reading motivation, Reading comprehension, Reading habits, Structural equation modeling.

İlköğretim 5. Sınıf Öğrencilerinin Okuduğunu Anlama, Okuma Motivasyonu ve Okuma Alışkanlıkları Arasındaki İlişki

Öz

Bu araştırmada içsel ve dışsal okuma motivasyonunun okuduğunu anlamayı doğrudan ve okuma alışkanlığı aracılığıyla dolaylı olarak etkileme durumu test edilmiştir. Araştırma ilişkisel tarama modeli çerçevesinde yürütülmüştür. Araştırmanın çalışma grubunu alt, orta ve üst sosyoekonomik düzeye mensup toplam 481 ilköğretim 5. sınıf öğrencisi oluşturmaktadır. Araştırma sonuçları, içsel motivasyonun okuduğunu anlamayı olumlu yönde etkilediğini;rekabet faktörü hariç dışsal motivasyonun ise olumsuz yönde etkilediğini göstermiştir. Öğrencilerin okulda daha çok dışsal motivasyon nedeniyle okuduğu, kişisel tercihlerine dayalı okumalarında ise içsel motivasyonun etkili olduğu belirlenmiştir. Öğrencilerin okuma alışkanlıklarının okuduğunu anlama başarısına doğrudan etkisinin olmadığı belirlenmiştir.

Anahtar Kelimeler

Okuma motivasyonu, Okuduğunu anlama, Okuma alışkanlığı, Yapısal eşitlik modeli.

Kaynakça

• Akyol, H. (2005). Türkçe ilkokuma yazma öğretimi. Ankara: Pegem A Yayıncılık.
• Aslanaoğlu, A. E. (2007). PIRLS 2001 Türkiye verilerine göre 4. sınıf öğrencilerinin okuduğunu anlama becerileriyle ilgili faktörler. Yayımlanmamış doktora tezi. Ankara Üniversitesi, Ankara.
• Alexander, P. A. & Jettton, T. L. (2000). Learning from text: A multidimensional and developmental perspective. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (3rd ed., pp. 285 – 311). New York: Longman.
• Baker, T., & Wigfield, A. (1999). Dimensions of children‟s motivation for reading and their relations to reading activity and reading achievement. Reading Research Quarterly, 34, 2- 29.
• Baker, L., Dreher, M.J., & Guthire, J.T. (2000). Why teachers should promoter reading engagement. In L. Baker,M .J. Dreher, & J.T. Guthrie (Eds.), Engaging young readers: Promoting achievement and motivation (1-16). New York: Guilford.
• Deci, E.L., & Ryan, R.M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum
• Deci, E. L., Vallerand, R. J., Pelletier, L.G., and Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26, 325– 346.
• Dökmen, Ü. (1995). Okuma becerisi, ilgisi ve alışkanlığı üzerine bir araştırma. İstanbul: Millî Eğitim Bakanlığı Yayınları.
• Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169–189.
• Fransson, A. (1984). Cramming or understanding? Efffect of intrinsic extrinsic otivation on approach to learning and test performance. Alderson & A. H. Urquhart (Eds), Reading in a foreign language (pp.86–115). London: Longman.
• Gottfried, A. E. (1990). Academic intrinsic motivation in young elementary school children. Journal of Educational Psychology, 82, 525-538.
• Guthrie, J. T., Wigfield, A., Metsala, J. L. & Cox, K. E. (1999) 'Motivational and cognitive predictors of text comprehension and reading amount'. Scientific Studies of Reading, 3, 231- 256.
• Guthrie, J.T., Anderson, E., Alao, S., & Rinehart, J. (1999). Influences of concept- oriented reading instruction on strategy use and conceptual learning From text. Elementary School Journal, 99, 343-366.
• Güneş, F. (2009). Hızlı okuma ve anlamı yapılandırma. Ankara: Nobel Yayın Dağıtım.
• Harackiewicz, J. M., Barron, K. E., & Elliot, A. J. (1998). Rethinking achievement goals: When are they adaptive for college students and why? Educational Psychologist, 33, 1–21.
• Harackiewicz, J.M., Pintrich, P.P., Barron, K.E., Elliot, A.J.& Thrash, TM.(2002). Revision of achievement goal theory: necessary and illuminating. Journal of Educational Psychology, 94, 638-645.
• Hİdİ, S. (2000). An interest researcher‟s perspective: the effects of extrinsic and intrinsic motivation factors on motivation. In. C. Sansoe & j. M. Harackiewicz. (Eds). Intrinsic and extrinsic motivation: The research for optimal motivation and performance. (pp: 309-339). San Diego, CA: Academic Pres.
• Karasar, N. (2002). Bilimsel araştırma yöntemleri. Ankara: Nobel Yayınları.
• Maehr, M.L.& Zusho, A.(2009). Achievement goal theory. Tha past, presnt, anf future. In K., R. Wentzel and A. Wigfield (Eds). Handbook of motivastion at School. New York: Routledge.
• Meece, J.L., Blumenfeld, P.C., & Hoyle, R.H. (1988). Students‟ goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80, 514-523.
• Meece,J.L. ve Holt, K. (1993). A pattern analysis of students‟ achievement goals. Journal of Educational Psychology, 85, 582-590.
• Meece, J. L., & Miller, S.D.(1999). Changes in elementary school children achievement goals for reading and writing: Results of a longitudinal and an intervention study. Scientific Studies of Reading, 3, 207-230.
• Ryan, R.M., & Decı, E.L. (2000). Intrinsic and extrinsic motivations: Classicd efinitions and new directions. Contemporary Educational Psychology, 25, 54-67.
• Schallert, D.L., & Reed,J .H. (1997). The pull of the text and the process of involvement in reading. In J.T. Guthrie & A. Wigfield (Eds.), Reading engagement: Motivating readers through integrated instruction (pp. 68-85). Newark,D E: International Reading Association.
• Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360- 407.
• Şimşek, Ö. F. (2007). Yapısal eşitlik modellemesine giriş. Ankara: Ekinoks.
• Wang, J. H., & Guthire, T. J. (2004). Modeling the effect of intrinsic motivation, extrinsic motivation, amount of reading, and past reading achievement on text comprehension between U.S. and Chinese students. Reading Research Quarterly, 39, 2, 162-186.
• 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, 420–432.
• Wolters, C.A., Yu, S.L., & Pıntrıch, P.R. (1996). The relation between goal orientation and students' motivational beliefs and self-regulated learning. Learning and Individual Differences, 8, 211-238.