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1、动机与阅读研究Motivation and Reading Study: Motivate Students to ReadContentsAbstract1Key Words1I The Importance of Reading in the Present Society 2II Motivation Research21）Intrinsic Motivation22) Subjective Tasks. 33）Self-efficacy.54）Social Motivation 55) Conclusion 6III the Relationship Between Motivatio
2、n and Engagement8IV The Importance of Engagement9V Instructions for Engagement91) Learning and knowledge goals. 9 2) Real-world interaction103) Autonomy support114) Interesting texts for instruction135) Collaboration146) Praise and rewards147) Evaluation158) Teacher involvement169) Coherence of inst
3、ructional processes16VI Conclusion17Reference18Motivation and Reading Study : Motivate Students to Read摘 要：在当今知识爆炸的社会，阅读是极重要的。阅读使我们保持与外界联系，令我们成功地选择职业并取得个人成就。有为阅读是动机和思想的结合。有为阅读者指那些为知识和娱乐而读书的人，他们追求理解，在享受求知的过程中坚信他们读书能力。这样的读者不是无目的的，他们是内部要求驱动的，他们是高效的。课堂情境能提高有为阅读。当老师提供明确的目标，并与真实世界联系，给出关于读书对象，时间和方法的有意义选项并提
4、供熟悉而有趣，重要又相关的读本时，老师就为学生营造了有为阅读的情境。老师还可以通过教授阅读策略增进有为阅读。这些特点融汇于一堂连贯的课程之中 。在这篇论文中,我将讨论动机的维度，有为阅读及其结果 。本文重点是学生动机，如何培养有为阅读及阅读动机也是该文的重要内容。论文的第一部分将讨论动机的维度，接着引出有为阅读，第三部分将讨论激发学生阅读的策略。关键词：动机 任务 有为阅读 方法Abstract：Reading is important in the present knowledge explosion society . It is crucial to being an informed
5、 citizen, to succeed in ones chosen career, and to personal fulfillment. Engaged reading is a merger of motivation and thoughtfulness. Engaged readers, which refers to those who are intrinsically motivated to read for knowledge and enjoyment ,seek to understand; they enjoy learning and they believe
6、in their reading abilities. They are task oriented, intrinsically motivated, and have self-efficacy. Classroom contexts can promote engaged reading. Teachers create contexts for engagement when they provide prominent knowledge goals, real-world connections to reading, meaningful choices about what,
7、when, and how to read, and interesting texts that are familiar, vivid, important, and relevant. Teachers can further engagement by teaching reading strategies. A coherent classroom fuses these qualities.In this thesis, I will discuss dimensions of reading motivation ,engaged reading and its conseque
8、nces. The particular focus is on the contribution of childrens motivation. Instruction that foster reading engagement and motivation are presented.The first part of the thesis will discuss the dimensions of motivation from the theory perspective. Then introduce the concept of Engagement and in the t
9、hird part ,the thesis will focus on instructions of motivating reading .Key Words：motivation tasks engagement instructionsMotivation and Reading Study : Motivate Students to ReadI The Importance of Reading in the Present Society There is no doubt that reading is important. Many researches show that
10、children and teens who read have higher IQs, are more creative and get higher paying jobs. Educational researchers have also found that there is a strong correlation between reading and academic success. In other words, a student who is a good reader is more likely to do well in school and pass exam
11、s than a student who is a weak reader. Nowadays the world is advancing by leaps and bounds with the promotion of technique and super-power web. One way to keep individual s knowledge up to date is to read extensively .So reading is more important today than it ever was it is crucial for one to be an
12、 informed citizen, to succeed in ones chosen career, and to make personal fulfillment. As Ms. Bush avers, “The surest way to succeed in school and in life is to become a good reader. You have to read as much and as many books as you can” .However ,McKenna ,Kear &Ellsworth (1995) characterized middle
13、 school students as disinterested readers .Some children even believe that they would rather clean the mold off the bathroom floor (than read)(Juel,1988).In fact ,researchers find that students at all ability levels choose not to read independently for recreation or personal interest .Many of these
14、students are competent readers .But they are at risk of becoming nonreaders (Tuner,1992).The problem is already prevalent in our society. The choice these alliterate students have made can directly affect their academic achievement and lead to deeling of reading motivation, critical thinking skills
15、and informed participation in democracy. The reading condition proposes a big problem and it is rather urgent to find ways to improve childrens reading interest ,reading frequency and breadth .In the 1990s ,researchers had generally recognized that motivation ,the important element of reading would
16、affect reading from various aspects. Study of the concept of reading motivation and reading engagement suggest that these ,in their interaction with cognitive competencies ,may help to settle this problem.II Motivation Research1) Intrinsic Motivation Researchers have found motivation to be multiface
17、ted. This means that within an individual, some types of motivation will be stronger than others. Intrinsic motivation is the most important one. It refers to being motivated and curious to be engaged in an activity for its own sake, rather than for extrinsic reasons . Just as John Lubbock said “The
18、 important thing is not so much that every student should be taught ,as that every student should be given the wish to learn”. One aspect of intrinsic motivation is total involvement in the activity one is doing. Many readers have experienced what Csikszentmihalyi (1978) describes as the flow experi
19、ence, which refers to readers entertain themselves or learn from books to their hearts content .They are in a state of losing track of time and self awareness when becoming completely involved in an activity such as reading a book. Mahers (1976) concept of continuing motivation is another important
20、aspect of intrinsic motivation. He defined continuing motivation as individuals engagement in a learned activity outside of the context in which it was learned. He argued that schools focus too much on learning in school and not enough on promoting childrens continuing motivation to learn outside of
21、 the school setting. In 1994, Oldfather presented a social constructivist conception of intrinsic motivation identified as the Continuing Impulse to Learn (CIL). CIL is defined as an ongoing engagement in learning that is motivated by the learners thoughts and feelings that emerge from the learners
22、processes of constructing meaning. Reading propelled by intrinsic motivation is characterized by intense involvement, curiosity, and a search for understanding, as the learner experiences learning as a deeply personal and continuing agenda rather than reading under compulsion with unbearable boredom
23、 and tire . An important implication of these theorists work for reading is that readers engagement in reading will be greatly facilitated when they are intrinsically motivated to read and find personal meaning in the reading . In fact ,one gets education by two ways .One is to be taught by teachers
24、 ,the other is to be taught by himself. 2) Subjective Tasks Subject tasks ,though seen as extrinsic motivation, is an important one to maintain students long-lasting involvement in learning .It is associated with the use of surface strategies for reading and desire to complete a task rather than to
25、understand or enjoy a text (Meece & Miller). Subjective task values refer broadly to different incentives individuals have for doing achievement tasks. Eccles and Wigfield stated that the question Do I want to succeed on this task? is a question concerned with the value of a task. Answering the ques
26、tion Do I want to succeed? affirmatively is critical to motivation. Even if individuals believe they are competent and efficacious at an activity and know what to do to succeed, they may not engage in it if they have no incentive for doing so. In motivation research, investigators have focused prima
27、rily on task orientation and performance orientation. Individuals with a mastery orientation seek to improve their skills and accept new challenges ( Allan Wigfield & J.T.Guthrie ). They are dedicated to content understanding and learning flexible skills. “Individuals with a performance (or ego) ori
28、entation attempt to maximize favorable evaluations of their ability” (Thorkildsen & Nicholls, 1998). Although both these broad goal orientations have implications for motivation, most motivation researchers believe that the subject task is more likely to foster long-term engagement and learning then
29、 the performance goal, especially when the performance goal emphasizes fear of failure ( Maehr & Midgley). Motivation researchers are assessing childrens subjective task values for different activities, along with childrens ability and efficacy beliefs. Eccles, Wigfield, and their colleagues have do
30、ne much of the recent work on the nature of childrens and adolescents subjective task values and on how these values relate to their performance and choice of different activities. They also defined different components of subjective task values, including interest value, defined as how much the ind
31、ividual likes the activity; attainment value, defined as the importance of the activity; and utility value, or the usefulness of an activity (see Eccles et al., 1983; Wigfield, 1994; Wigfield & Eccles, 1992, for reviews of this work and further discussion of the different components of subjective ta
32、sk values). A major finding from this work is that students ability beliefs and expectancies for success predict their performance in mathematics and English, whereas their subjective task values predict both intentions and actual decisions to keep taking mathematics and English (Eccles et al. 1983;
33、 Eccles Adler, & Meece, 1984; Meece et al., 1990). For example, Meece et al. found that seventh- through ninth-graders ability beliefs positively predicted students expectancies for success and the value attached to math one year later, and negatively predicted math anxiety. The Year 2 math value ra
34、tings predicted the students intentions to continue taking math more strongly than did their expectancies for success in math. Students expectancies for success predicted end of that year math performance more strongly than did the students valuing of math. These findings suggest that students valui
35、ng of reading may be one of the more important predictors of their engagement in reading activities. In related work, Pintrich and DeGroot (1990) looked at how students valuing of achievement related to their cognitive strategy use. They found that seventh-grade students perceived self-efficacy and
36、valuing of science and English learning related positively to their reported use of cognitive strategies and self regulation in those two subject areas. Like Meece et al. (1990), they also found that students expectancies related more strongly to performance than did their subjective task values. Ho
37、wever, in their regression analyses predicting different measures of performance from the motivational variables, strategy use, and perceived self regulation, they found that the cognitive strategy and self regulation scales directly predicted performance, whereas efficacy beliefs and values did not
38、. Pintrich and DeGroot suggested that the effects of self efficacy and values on performance were mediated through the other measures. They argued that students self-efficacy may facilitate their cognitive engagement and their subjective task values relate to their choices about whether to become en
39、gaged, but their use of cognitive strategies and self-regulation relate more directly to performance. These results show how motivation and cognition can work together to facilitate (or impede) performance on different school subjects (see Pintrich and Schrauben, 1992, for a theoretical model descri
40、bing relations between motivation and cognition). In terms of reading, these findings suggest that students who believe they are efficacious at reading and value it as an activity are students who use more elaborate cognitive strategies as they read, and thus read better. 3) Self-efficacySelf-effica
41、cy, defined as “peoples judgments of their capabilities to organize and execute courses of action required to attain designated types of performances” (p. 391), is another aspect of reading motivation. Students with high self-efficacy see difficult reading tasks as challenging and work diligently to
42、 master them, using their cognitive strategies productively. They are expected to be seen as being able to do tasks. However, Bandura defined self-efficacy as a generative capacity where different sub skills are organized into courses of action. Bandura (1977) proposed that individuals efficacy expe
43、ctations for different achievement tasks are a major determinant of activity choice, willingness to expend effort, and persistence. Whats more , Schunk and his colleagues (see Schunk, 1991b, for a review) have clearly demonstrated that students sense of efficacy relates to their academic performance
44、 in work with school aged children (see also Zimmerman, Bandura, & MartinezPons, 1992). They also have shown that training students both to be more efficacious and to believe they are more efficacious improves childrens achievement in different subject areas such as math and reading. An important im
45、plication of the work on ability and efficacy beliefs for motivation for reading is that when children believe they are competent and efficacious at reading, they should be more likely to engage in reading. 4) Social Motivation In addition, social motivation for reading which relates to childrens in
46、terpersonal and community activities is often ignored for its uncontrollableness .It is another powerful force too. Guthrie and Wigfield said “Social motivation leads to increased amount of reading and high achievement in reading ”. Oldfather and Dahl (1994) reconceptualized reading motivation to fi
47、t the engagement perspective by using a social constructivist framework. Social constructivism conceptualizes engagement as a combination of affective, motivational, cognitive, and social variables influenced by individual differences. In the social constructivist approach, social interaction is necessary for engagement (McCombs, 1996). In fact, according to Vygotsky, social interaction is the main way that children construct new knowledge (Gambrell, Mazzoni & Almas
