Effects of motivational and cognitive variables on reading comprehension

被引：236

作者：

Taboada, Ana ^{[1
]}

Tonks, Stephen M. ^{[2
]}

Wigfield, Allan ^{[3
]}

Guthrie, John T. ^{[3
]}

机构：

[1] George Mason Univ, Coll Educ & Human Dev, Fairfax, VA 22030 USA

[2] No Illinois Univ, De Kalb, IL 60115 USA

[3] Univ Maryland, College Pk, MD 20742 USA

来源：

READING AND WRITING | 2009年 / 22卷 / 01期

基金：

美国国家科学基金会;

关键词：

Background knowledge; Cognitive strategies; Comprehension; Comprehension growth; Internal motivation; Questioning; ACADEMIC INTRINSIC MOTIVATION; CHILDRENS MOTIVATION; ACTIVE COMPREHENSION; PRIOR KNOWLEDGE; TOPIC INTEREST; STUDENTS; ACHIEVEMENT; SCHOOL; INFORMATION; QUESTIONS;

D O I：

10.1007/s11145-008-9133-y

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The authors examined how motivational and cognitive variables predict reading comprehension, and whether each predictor variable adds unique explanatory power when statistically controlling for the others. Fourth-grade students (N = 205) completed measures of reading comprehension in September and December of the same year, and measures of background knowledge and cognitive strategy use in December. Teachers rated internal reading motivation of each student. Results from multiple regression analyses showed that motivation, background knowledge, and cognitive strategy-use made significant, independent contributions to children's reading comprehension when the other predictor variables were controlled. Further analyses showed the same cognitive and motivational variables predicted growth over a 3-month period in reading comprehension. Possible explanations of the observed relations between motivation, cognitive variables, and reading comprehension are presented.

引用

页码：85 / 106

页数：22

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