Cơ chế trung gian trong mối quan hệ giữa khái niệm về bản thân trong đọc và khả năng hiểu đọc

European Journal of Psychology of Education - Tập 36 - Trang 1-20 - 2020
Franziska Maria Locher1, Sarah Becker2, Irene Schiefer2, Maximilian Pfost2
1Department of Research on Teaching Profession and Competence Development, St. Gallen University of Teacher Education, St. Gallen, Switzerland
2Department of Educational Research, University of Bamberg, Bamberg, Germany

Tóm tắt

Khái niệm về bản thân trong đọc là một dự báo quan trọng đối với khả năng hiểu đọc và ngược lại. Tuy nhiên, các cơ chế tác động trong mối quan hệ này vẫn chưa được xác định. Theo phương pháp tiếp cận tự nâng cao, chúng tôi đề xuất rằng trong lĩnh vực đọc, lượng đọc, sự lựa chọn sách (độ khó của văn bản và độ dài của sách), và động lực nội tại khi đọc sẽ đóng vai trò như các biến trung gian trong mối quan hệ giữa khái niệm về bản thân trong đọc và khả năng hiểu đọc. Chúng tôi đã kiểm tra giả thuyết này với dữ liệu theo dõi thu thập từ N = 405 học sinh Đức thuộc các lớp 7, 8 và 9. Kết quả cho thấy rằng khái niệm về bản thân trong đọc có ảnh hưởng tích cực đến khả năng hiểu đọc, động lực nội tại, độ dài sách và lượng đọc. Tuy nhiên, các con đường gián tiếp giữa khái niệm về bản thân trong đọc và khả năng hiểu đọc chỉ được tìm thấy đối với động lực nội tại, không phải đối với lượng đọc hay sự lựa chọn sách. Các kết quả được thảo luận trong bối cảnh phát triển khả năng hiểu đọc của học sinh, và những hậu quả cho nghiên cứu và giáo dục được rút ra.

Từ khóa

#khái niệm về bản thân trong đọc #khả năng hiểu đọc #động lực nội tại #nghiên cứu giáo dục

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