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Promoting elementary school students’ autonomous reading motivation : effects of a teacher professional development workshop

Jessie De Naeghel, Hilde Van Keer, Maarten Vansteenkiste UGent, Leen Haerens UGent and Nathalie Aelterman UGent (2016) JOURNAL OF EDUCATIONAL RESEARCH. 109(3). p.232-252
abstract
Responding to the declining trend in reading motivation in and beyond the elementary school years, the authors aimed to enhance late-elementary school students' autonomous reading motivation. Toward this end, the authors evaluated the influence of a teacher professional development grounded in self-determination theory on fifth-grade students' (n = 664) autonomous motivation for in-school and leisure-time reading. A quasi-experimental repeated measures design was set up with experimental and control conditions. The experimental condition consisted of teachers participating in a professional development workshop aimed at providing the knowledge and skills necessary to implement an autonomy-supportive and structuring teaching style, whereas the control condition included teachers who continued with their current teaching repertoire. Multilevel piece-wise growth analyses corroborated that students in the experimental group reported increased recreational autonomous reading motivation from pretest to posttest relative to the control group. Additional analyses made clear that boys in particular benefitted from their teachers' professional development.
Please use this url to cite or link to this publication:
author
organization
year
type
journalArticle (original)
publication status
published
subject
keyword
structure, teacher professional development, self-determination theory, reading motivation, Autonomy support, SELF-DETERMINATION THEORY, DETERMINATION THEORY PERSPECTIVE, INTRINSIC MOTIVATION, PHYSICAL-EDUCATION, CHILDRENS MOTIVATION, GENDER-DIFFERENCES, ACHIEVEMENT, ENGAGEMENT, SUPPORT, INSTRUCTION
journal title
JOURNAL OF EDUCATIONAL RESEARCH
volume
109
issue
3
pages
232 - 252
Web of Science type
Article
Web of Science id
000376026100002
JCR category
EDUCATION & EDUCATIONAL RESEARCH
JCR impact factor
1.197 (2016)
JCR rank
107/235 (2016)
JCR quartile
2 (2016)
ISSN
0022-0671
DOI
10.1080/00220671.2014.942032
language
English
UGent publication?
yes
classification
A1
id
7224214
handle
http://hdl.handle.net/1854/LU-7224214
date created
2016-05-23 18:37:09
date last changed
2017-03-15 15:26:26
@article{7224214,
  abstract     = {Responding to the declining trend in reading motivation in and beyond the elementary school years, the authors aimed to enhance late-elementary school students' autonomous reading motivation. Toward this end, the authors evaluated the influence of a teacher professional development grounded in self-determination theory on fifth-grade students' (n = 664) autonomous motivation for in-school and leisure-time reading. A quasi-experimental repeated measures design was set up with experimental and control conditions. The experimental condition consisted of teachers participating in a professional development workshop aimed at providing the knowledge and skills necessary to implement an autonomy-supportive and structuring teaching style, whereas the control condition included teachers who continued with their current teaching repertoire. Multilevel piece-wise growth analyses corroborated that students in the experimental group reported increased recreational autonomous reading motivation from pretest to posttest relative to the control group. Additional analyses made clear that boys in particular benefitted from their teachers' professional development.},
  author       = {De Naeghel, Jessie and Van Keer,  Hilde and Vansteenkiste, Maarten and Haerens, Leen and Aelterman, Nathalie},
  issn         = {0022-0671},
  journal      = {JOURNAL OF EDUCATIONAL RESEARCH},
  keyword      = {structure,teacher professional development,self-determination theory,reading motivation,Autonomy support,SELF-DETERMINATION THEORY,DETERMINATION THEORY PERSPECTIVE,INTRINSIC MOTIVATION,PHYSICAL-EDUCATION,CHILDRENS MOTIVATION,GENDER-DIFFERENCES,ACHIEVEMENT,ENGAGEMENT,SUPPORT,INSTRUCTION},
  language     = {eng},
  number       = {3},
  pages        = {232--252},
  title        = {Promoting elementary school students{\textquoteright} autonomous reading motivation : effects of a teacher professional development workshop},
  url          = {http://dx.doi.org/10.1080/00220671.2014.942032},
  volume       = {109},
  year         = {2016},
}

Chicago
De Naeghel, Jessie, Hilde Van Keer, Maarten Vansteenkiste, Leen Haerens, and Nathalie Aelterman. 2016. “Promoting Elementary School Students’ Autonomous Reading Motivation : Effects of a Teacher Professional Development Workshop.” Journal of Educational Research 109 (3): 232–252.
APA
De Naeghel, Jessie, Van Keer, H., Vansteenkiste, M., Haerens, L., & Aelterman, N. (2016). Promoting elementary school students’ autonomous reading motivation : effects of a teacher professional development workshop. JOURNAL OF EDUCATIONAL RESEARCH, 109(3), 232–252.
Vancouver
1.
De Naeghel J, Van Keer H, Vansteenkiste M, Haerens L, Aelterman N. Promoting elementary school students’ autonomous reading motivation : effects of a teacher professional development workshop. JOURNAL OF EDUCATIONAL RESEARCH. 2016;109(3):232–52.
MLA
De Naeghel, Jessie, Hilde Van Keer, Maarten Vansteenkiste, et al. “Promoting Elementary School Students’ Autonomous Reading Motivation : Effects of a Teacher Professional Development Workshop.” JOURNAL OF EDUCATIONAL RESEARCH 109.3 (2016): 232–252. Print.