Promoting elementary students' autonomous reading motivation: effects of a teacher training grounded in self-determination theory
- Author
- Jessie De Naeghel (UGent) , Hilde Van Keer (UGent) , Maarten Vansteenkiste (UGent) , Leen Haerens (UGent) and Nathalie Aelterman (UGent)
- Organization
- Abstract
- Responding to the declining trend in reading motivation in and beyond the primary school years, the present study aimed to enhance late primary students’ autonomous reading motivation. Towards this end, this study evaluated the impact of a need-supportive teacher training grounded in self-determination theory (SDT) on fifth-grade students’ (n = 664) autonomous motivation for school and leisure-time reading. A quasi-experimental repeated measures design was set up. The experimental condition consisted of teachers (n = 12) participating in a training aimed at providing the knowledge and skills necessary to implement an autonomy-supportive and structuring teaching style, whereas the control condition included teachers (n = 26) who continued their current teaching repertoire. Multilevel piece-wise growth analyses corroborated that students of trained teachers reported increased autonomous reading motivation relative to those in the control group, with the effects being more prominent for leisure-time reading compared to school-related reading. Students in the experimental group reported an increase in autonomous reading motivation from pretest to posttest in particular, whereas the control group experienced a decline. Additional analyses made clear that boys in particular benefitted from their teachers’ need-supportive training. The findings of the present study complement the SDT literature by corroborating the positive effect of a need-supportive teacher training on late primary students’ autonomous reading motivation.
- Keywords
- Reading motivation, SDT, Professional development, Reading promotion
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Citation
Please use this url to cite or link to this publication: http://hdl.handle.net/1854/LU-4247194
- MLA
- De Naeghel, Jessie, et al. “Promoting Elementary Students’ Autonomous Reading Motivation: Effects of a Teacher Training Grounded in Self-Determination Theory.” 16th Biennial Conference on Teachers and Teaching, Abstracts, 2013.
- APA
- De Naeghel, J., Van Keer, H., Vansteenkiste, M., Haerens, L., & Aelterman, N. (2013). Promoting elementary students’ autonomous reading motivation: effects of a teacher training grounded in self-determination theory. 16th Biennial Conference on Teachers and Teaching, Abstracts. Presented at the 16th Biennial Conference on Teachers and Teaching, Ghent, Belgium.
- Chicago author-date
- De Naeghel, Jessie, Hilde Van Keer, Maarten Vansteenkiste, Leen Haerens, and Nathalie Aelterman. 2013. “Promoting Elementary Students’ Autonomous Reading Motivation: Effects of a Teacher Training Grounded in Self-Determination Theory.” In 16th Biennial Conference on Teachers and Teaching, Abstracts.
- Chicago author-date (all authors)
- De Naeghel, Jessie, Hilde Van Keer, Maarten Vansteenkiste, Leen Haerens, and Nathalie Aelterman. 2013. “Promoting Elementary Students’ Autonomous Reading Motivation: Effects of a Teacher Training Grounded in Self-Determination Theory.” In 16th Biennial Conference on Teachers and Teaching, Abstracts.
- Vancouver
- 1.De Naeghel J, Van Keer H, Vansteenkiste M, Haerens L, Aelterman N. Promoting elementary students’ autonomous reading motivation: effects of a teacher training grounded in self-determination theory. In: 16th Biennial Conference on Teachers and Teaching, Abstracts. 2013.
- IEEE
- [1]J. De Naeghel, H. Van Keer, M. Vansteenkiste, L. Haerens, and N. Aelterman, “Promoting elementary students’ autonomous reading motivation: effects of a teacher training grounded in self-determination theory,” in 16th Biennial Conference on Teachers and Teaching, Abstracts, Ghent, Belgium, 2013.
@inproceedings{4247194,
abstract = {{Responding to the declining trend in reading motivation in and beyond the primary school years, the present study aimed to enhance late primary students’ autonomous reading motivation. Towards this end, this study evaluated the impact of a need-supportive teacher training grounded in self-determination theory (SDT) on fifth-grade students’ (n = 664) autonomous motivation for school and leisure-time reading. A quasi-experimental repeated measures design was set up. The experimental condition consisted of teachers (n = 12) participating in a training aimed at providing the knowledge and skills necessary to implement an autonomy-supportive and structuring teaching style, whereas the control condition included teachers (n = 26) who continued their current teaching repertoire. Multilevel piece-wise growth analyses corroborated that students of trained teachers reported increased autonomous reading motivation relative to those in the control group, with the effects being more prominent for leisure-time reading compared to school-related reading. Students in the experimental group reported an increase in autonomous reading motivation from pretest to posttest in particular, whereas the control group experienced a decline. Additional analyses made clear that boys in particular benefitted from their teachers’ need-supportive training. The findings of the present study complement the SDT literature by corroborating the positive effect of a need-supportive teacher training on late primary students’ autonomous reading motivation.}},
author = {{De Naeghel, Jessie and Van Keer, Hilde and Vansteenkiste, Maarten and Haerens, Leen and Aelterman, Nathalie}},
booktitle = {{16th Biennial Conference on Teachers and Teaching, Abstracts}},
keywords = {{Reading motivation,SDT,Professional development,Reading promotion}},
language = {{eng}},
location = {{Ghent, Belgium}},
title = {{Promoting elementary students' autonomous reading motivation: effects of a teacher training grounded in self-determination theory}},
year = {{2013}},
}