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The Relationship Between Intrinsic Motivation and Reading Comprehension: Mediating Effects of Reading Amount and Metacognitive Knowledge of Strategy Use

机译:内在动机与阅读理解之间的关系:阅读量的调解作用和策略使用的元认知知识

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The goal of the present study was to investigate the mediating effects of reading amount and metacognitive knowledge of strategy use in the relationship between intrinsic motivation and reading comprehension among secondary school students. We hypothesized that reading amount and metacognitive knowledge of strategy use in Grade 6 will mediate the relationship between intrinsic motivation in Grade 5 and reading comprehension in Grade 7 while taking into account the reciprocal relationship between intrinsic motivation and reading comprehension in Grades 5 and 7. Within the framework of the German National Educational Panel Study, 3,829 secondary school students were included in the analyses. Based on the analyses of structural equation models, we found significant indirect effects of intrinsic motivation on reading comprehension through reading amount and metacognitive knowledge of strategy use. The results of exploratory analyses on moderating effects of sex and the levels of reading skills are also discussed.
机译:本研究的目标是调查阅读量和元认知对战略使用的调解作用,以中学生内在动机与阅读理解之间的关系。我们假设6年级策略使用的阅读量和元认知知识将在第5级和7年级阅读理解的内在动机之间的关系,同时考虑到年级动机和7年级的阅读理解之间的互惠关系德国国家教育小组研究的框架,3,829名中学生被纳入分析。基于结构方程式模型的分析,我们发现了内在动机通过阅读量和策略使用的元认知知识对阅读理解的显着间接影响。还讨论了性别促进效果和阅读技能水平的探索性分析结果。

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  • 来源
    《Scientific studies of reading》 |2019年第6期|445-460|共16页
  • 作者单位

    GESIS Leibniz Inst Social Sci Dept Survey Design & Methodol Mannheim Germany;

    Otto Friedrich Univ Bamberg Fak Humanwissensch Dept Educ Res Bamberg Germany;

    Otto Friedrich Univ Bamberg Fak Humanwissensch Dept Educ Res Bamberg Germany;

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