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2 Studia Psychologica

2 2006

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DIMENSIONS OF READING MOTIVATION AND READING ACHIEVEMENT IN 3RD AND 7TH GRADE STUDENTS

100%

Pecjak S. , Peklaj C.

Studia Psychologica

2006

tom 48

nr 1

11-30

Our study was based on recent research on reading motivation that emerged from strategic learning theory and focused on connections between cognitive, motivational and social aspects of reading (Baker, Afflerbach, Reinking, 1996; Guthrie, Alvermann, 1999; Baker, Wigfield, 1999). The purpose of the study was twofold: first, to develop and adapt the instruments for measuring the dimensions of reading motivation for younger and older primary school students, and second, to find the differences in motivational dimensions according to students' reading achievement and their sex in both groups. 1042 third grade (509 girls and 533 boys) and 1124 seventh grade (592 girls and 532 boys) students from different Slovene primary schools participated in the study. A 26-item questionnaire was constructed to measure reading motivation in younger students. Factor analysis (varimax rotation, screen test) revealed three factors: interest in reading, lack of self-efficacy and self-efficacy in oral reading. Further statistical analysis (ANOVA) showed significant main effects for reading achievement and sex in interest and in lack of self-efficacy in reading. Good readers had the highest results in both factors and poor readers the lowest results. In addition, girls had higher results than boys in both factors. Motivation for Reading Questionnaire (Guthrie, Wigfield, 1997) was adapted for older students. Factor analysis (varimax rotation, screen test) of 54-item questionnaire revealed four reading motivation factors: external motivation, interest and reading in social context, involvement and immersion in reading, and lack of self-efficacy. Further analysis (ANOVA) showed significant main effects according to students' reading achievement in all four factors. Good readers had the highest and poor readers the lowest results in external motivation, in interest and reading in social context and in involvement and immersion in reading. The results for lack of self-efficacy were reversed. Significant differences were also found according to students' sex. Girls constantly showed higher results in external motivation, in interest and reading in social context and in involvement and immersion in reading than boys. Implications for educational practice as well as future research are discussed.

MOTIVATION AND SELF-EFFICACY IN STUDENTS ATTENDING HETEROGENEOUS AND ABILITY-GROUPED CLASSES

80%

Peklaj C. , Zagar D. , Pecjak S. , Puklek L. M.

Studia Psychologica

2006

tom 48

nr 4

333-347

The purpose of the study was to find out if the students who attend the classes with ability grouping differ from the students in heterogeneous classes in their school motivation and academic self-efficacy in the various school subjects. We also tried to determine the differences in motivation and self-efficacy between the students in the low-, medium- and high-ability groups. The experimental group (EG) was composed of 584 students attending ability-grouped classes and the control group (CG) comprised 303 students attending the heterogeneous classes. The data on motivation and self-efficacy were collected three times during the years 2000-2002. In general, we can conclude that no differences were found in the level of the intrinsic and extrinsic motivation in the students attending the classes with the partial setting and the students attending the heterogeneous groups in all the subjects. The results of the study confirmed a decline in students' intrinsic and extrinsic motivation as well as in self-efficacy during the two-year interval. The highest intrinsic motivation and self-efficacy in all subjects were found in the high ability group and the lowest results were found in the low ability group. The implications for further research and practice concerning ability grouping in the primary schools are discussed. .