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Questions and Answers
What component is NOT significantly linked to reading comprehension according to the research?
What component is NOT significantly linked to reading comprehension according to the research?
What framework did the study utilize to examine the relationship between motivation and text comprehension?
What framework did the study utilize to examine the relationship between motivation and text comprehension?
Which aspect was constrained in this investigation regarding reading motivation?
Which aspect was constrained in this investigation regarding reading motivation?
According to the content, what motivates students to pursue certain tasks?
According to the content, what motivates students to pursue certain tasks?
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What was an extension of prior work in reading motivation research mentioned?
What was an extension of prior work in reading motivation research mentioned?
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What is suggested about the relationship between motivation and cognition in reading comprehension?
What is suggested about the relationship between motivation and cognition in reading comprehension?
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What do the expectancy beliefs influence according to the framework discussed?
What do the expectancy beliefs influence according to the framework discussed?
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What aspect of reading motivation did Guthrie and Wigfield focus on primarily?
What aspect of reading motivation did Guthrie and Wigfield focus on primarily?
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What was the Cronbach alpha reliability for deeper strategies?
What was the Cronbach alpha reliability for deeper strategies?
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Which variable was found to be a positive predictor of reading comprehension in step two?
Which variable was found to be a positive predictor of reading comprehension in step two?
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What was the R² value after step one in the regression analysis?
What was the R² value after step one in the regression analysis?
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How many items were used to measure the expectancy component of reading motivation?
How many items were used to measure the expectancy component of reading motivation?
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What was the F-change statistic for step two of the analysis?
What was the F-change statistic for step two of the analysis?
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What component did the five items regarding the importance of reading comprehension pertain to?
What component did the five items regarding the importance of reading comprehension pertain to?
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What was the β value for the predictor 'Achievement' in step one?
What was the β value for the predictor 'Achievement' in step one?
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What was the reliability (Cronbach alpha) for surface strategies?
What was the reliability (Cronbach alpha) for surface strategies?
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What was the primary aim of the first factor in the analysis?
What was the primary aim of the first factor in the analysis?
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Which of the following items was not intended to assess surface processing?
Which of the following items was not intended to assess surface processing?
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What type of analysis was used to evaluate the data collected?
What type of analysis was used to evaluate the data collected?
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What was the dependent variable in the regression analysis?
What was the dependent variable in the regression analysis?
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Which factors were entered in the first step of the regression analysis?
Which factors were entered in the first step of the regression analysis?
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What characterizes the second factor identified in the analysis?
What characterizes the second factor identified in the analysis?
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What was indicated by items clustering around processes of rehearsal?
What was indicated by items clustering around processes of rehearsal?
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How were the scores on the constructed scales normalized?
How were the scores on the constructed scales normalized?
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What is one method used in Concept-Oriented Reading Instruction to enhance motivation for reading comprehension?
What is one method used in Concept-Oriented Reading Instruction to enhance motivation for reading comprehension?
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Which of the following statements best describes the approach to reading comprehension highlighted in the content?
Which of the following statements best describes the approach to reading comprehension highlighted in the content?
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What is a possible outcome of decreased academic motivation over school years?
What is a possible outcome of decreased academic motivation over school years?
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How can students ensure they have understood the reading material according to the content?
How can students ensure they have understood the reading material according to the content?
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Which technique did the individual use to try to retain important information from the readings?
Which technique did the individual use to try to retain important information from the readings?
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What does the decline in academic motivation imply for educators?
What does the decline in academic motivation imply for educators?
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Which of the following is NOT implied as a reading strategy for enhancing understanding?
Which of the following is NOT implied as a reading strategy for enhancing understanding?
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What indicates a student’s belief in their capability to understand complex texts?
What indicates a student’s belief in their capability to understand complex texts?
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What is a benefit of understanding reading comprehension as stated in the content?
What is a benefit of understanding reading comprehension as stated in the content?
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Which of the following is NOT mentioned as a predictor of reading comprehension?
Which of the following is NOT mentioned as a predictor of reading comprehension?
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What instructional approach is highlighted for enhancing reading engagement and comprehension?
What instructional approach is highlighted for enhancing reading engagement and comprehension?
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What sentiment is expressed regarding understanding textbooks?
What sentiment is expressed regarding understanding textbooks?
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Which of the following statements suggests a lack of confidence in reading capabilities?
Which of the following statements suggests a lack of confidence in reading capabilities?
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Which of the following authors is associated with the research on reading motivation?
Which of the following authors is associated with the research on reading motivation?
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What is a likely consequence of poor reading comprehension as suggested in the content?
What is a likely consequence of poor reading comprehension as suggested in the content?
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Which of the following is considered a predictor of text comprehension?
Which of the following is considered a predictor of text comprehension?
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What factor is suggested to have the greatest influence on understanding according to Alexander and Jetton?
What factor is suggested to have the greatest influence on understanding according to Alexander and Jetton?
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What two forms of prior knowledge did Alexander and Jetton identify?
What two forms of prior knowledge did Alexander and Jetton identify?
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What does topic knowledge specifically refer to?
What does topic knowledge specifically refer to?
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Which aspect is considered when determining text difficulty?
Which aspect is considered when determining text difficulty?
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In the study, what was controlled statistically in relation to students?
In the study, what was controlled statistically in relation to students?
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What was a significant outcome concerning students' motivation in the study?
What was a significant outcome concerning students' motivation in the study?
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What readability score range indicates a very difficult text?
What readability score range indicates a very difficult text?
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Which formula was used as an indication of text difficulty in the study?
Which formula was used as an indication of text difficulty in the study?
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Study Notes
Motivation for Reading Comprehension
- Study examined the relationship between reading motivation and reading comprehension in 104 Norwegian 9th graders.
- Researchers used hierarchical multiple regression analysis to control for various factors affecting comprehension, including gender, prior achievement, topic knowledge, and reading strategies.
- Results indicate that even after controlling for these factors, reading motivation constructs still predict comprehension.
- Reading task value was a significant positive predictor.
- Reading efficacy was not significantly related to reading comprehension.
- Researchers suggest the importance of promoting motivation alongside cognitive strategies for better comprehension.
Methodology
- Participants: 104 ninth-grade students (50.5% female, 49.5% male) from four junior high schools in Norway.
- Text: 891-word social studies text, covering socialization topics in secondary school.
- Readability: 38.8 (using Björnsson's formula; 20 = very easy, 60 = very difficult)
- Achievement in Domain: Students' self-reported grades in social studies.
- Topic Knowledge: 12-item multiple-choice test measuring depth of knowledge.
- Strategic Processing: 20-item inventory assessing strategies (surface and deeper levels).
-
Reading Motivation:
- Efficacy: Nine items measuring belief in one's ability to comprehend.
- Task Value: 18 items measuring importance, usefulness, and interest in reading comprehension.
- Reading Comprehension: 18-item multiple-choice test measuring comprehension.
- Procedure: Materials presented sequentially (reading motivation, topic knowledge, text, strategy use, comprehension)
Results
-
Hierarchical Regression:
- Step 1: Gender and achievement entered, explaining 14% of the variance.
- Step 2: Topic knowledge and reading strategies added, increasing explained variance to 42%.
- Step 3: Reading motivation added. Reading task value was significantly related (24% additional explained variance); reading efficacy was not.
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Description
This quiz explores the relationship between reading motivation and comprehension based on a study involving 104 ninth graders in Norway. It examines how factors such as gender, prior achievement, and reading strategies impact comprehension outcomes. The findings emphasize the significance of promoting motivation within educational strategies for enhancing reading skills.
