
Vocational students’ reading motivation profiles and the relationship with reading comprehension
- Author
- Eline Decraene (UGent) , Amelie Rogiers (UGent) and Hilde Van Keer (UGent)
- Organization
- Abstract
- Purpose: Despite the importance of proficient reading for societal participation, there is growing concern about the reading skills and motivation of youngsters. In the transition to secondary education, students are expected to become competent readers so the focus shifts from learning-to-read to reading-to-learn (Wharton-McDonald & Swiger, 2009). This may particularly pose problems for vocational students given their alarmingly low levels of reading comprehension and autonomous reading motivation (De Smedt et al., 2020). However, research pays little attention to this vulnerable group (Van Ammel, 2021). This study aims to (a) identify profiles of vocational students according to their academic and recreational reading motivation and (b) study their relationship with reading comprehension. Method: 484 Flemish (Belgium) seventh-grade vocational students participated. Reading motivation was measured using the Self-Regulation Questionnaire – Reading Motivation (De Naeghel et al., 2012). To measure reading comprehension, the Reading Comprehension Progress Monitoring Tool (Bogaert et al., 2021) was administered. Results: Hierarchical and K-means cluster analysis identified four motivational profiles in both the academic and recreational context (i.e., high-quality, high-quantity, low-quality, and low-quantity motivation profile). ANOVA further revealed significant differences in reading comprehension performance for the distinct academic (F(3,359)=7.104; p<.001) and recreational (F(3,360)=3.190; p=.024) profiles, indicating that high-quality motivated readers outperform high-quantity motivated readers. Conclusions: The results emphasize the importance of high-quality motivation for comprehending texts. According to Self-Determination Theory (Ryan & Deci, 2000), education should nurture students’ autonomy, relatedness, and competence to support them in becoming autonomously motivated and proficient readers. Implications for practice will be discussed.
- Keywords
- Reading motivation, reading comprehension, vocational students
Citation
Please use this url to cite or link to this publication: http://hdl.handle.net/1854/LU-8741632
- MLA
- Decraene, Eline, et al. “Vocational Students’ Reading Motivation Profiles and the Relationship with Reading Comprehension.” 29th Annual Meeting of the Society for Scientific Studies of Reading (SSSR), Abstracts, 2022.
- APA
- Decraene, E., Rogiers, A., & Van Keer, H. (2022). Vocational students’ reading motivation profiles and the relationship with reading comprehension. 29th Annual Meeting of the Society for Scientific Studies of Reading (SSSR), Abstracts. Presented at the 29th Annual Meeting of the Society for Scientific Studies of Reading (SSSR), Newport Beach, CA.
- Chicago author-date
- Decraene, Eline, Amelie Rogiers, and Hilde Van Keer. 2022. “Vocational Students’ Reading Motivation Profiles and the Relationship with Reading Comprehension.” In 29th Annual Meeting of the Society for Scientific Studies of Reading (SSSR), Abstracts.
- Chicago author-date (all authors)
- Decraene, Eline, Amelie Rogiers, and Hilde Van Keer. 2022. “Vocational Students’ Reading Motivation Profiles and the Relationship with Reading Comprehension.” In 29th Annual Meeting of the Society for Scientific Studies of Reading (SSSR), Abstracts.
- Vancouver
- 1.Decraene E, Rogiers A, Van Keer H. Vocational students’ reading motivation profiles and the relationship with reading comprehension. In: 29th Annual Meeting of the Society for Scientific Studies of Reading (SSSR), Abstracts. 2022.
- IEEE
- [1]E. Decraene, A. Rogiers, and H. Van Keer, “Vocational students’ reading motivation profiles and the relationship with reading comprehension,” in 29th Annual Meeting of the Society for Scientific Studies of Reading (SSSR), Abstracts, Newport Beach, CA, 2022.
@inproceedings{8741632, abstract = {{Purpose: Despite the importance of proficient reading for societal participation, there is growing concern about the reading skills and motivation of youngsters. In the transition to secondary education, students are expected to become competent readers so the focus shifts from learning-to-read to reading-to-learn (Wharton-McDonald & Swiger, 2009). This may particularly pose problems for vocational students given their alarmingly low levels of reading comprehension and autonomous reading motivation (De Smedt et al., 2020). However, research pays little attention to this vulnerable group (Van Ammel, 2021). This study aims to (a) identify profiles of vocational students according to their academic and recreational reading motivation and (b) study their relationship with reading comprehension. Method: 484 Flemish (Belgium) seventh-grade vocational students participated. Reading motivation was measured using the Self-Regulation Questionnaire – Reading Motivation (De Naeghel et al., 2012). To measure reading comprehension, the Reading Comprehension Progress Monitoring Tool (Bogaert et al., 2021) was administered. Results: Hierarchical and K-means cluster analysis identified four motivational profiles in both the academic and recreational context (i.e., high-quality, high-quantity, low-quality, and low-quantity motivation profile). ANOVA further revealed significant differences in reading comprehension performance for the distinct academic (F(3,359)=7.104; p<.001) and recreational (F(3,360)=3.190; p=.024) profiles, indicating that high-quality motivated readers outperform high-quantity motivated readers. Conclusions: The results emphasize the importance of high-quality motivation for comprehending texts. According to Self-Determination Theory (Ryan & Deci, 2000), education should nurture students’ autonomy, relatedness, and competence to support them in becoming autonomously motivated and proficient readers. Implications for practice will be discussed.}}, author = {{Decraene, Eline and Rogiers, Amelie and Van Keer, Hilde}}, booktitle = {{29th Annual Meeting of the Society for Scientific Studies of Reading (SSSR), Abstracts}}, keywords = {{Reading motivation,reading comprehension,vocational students}}, language = {{eng}}, location = {{Newport Beach, CA}}, title = {{Vocational students’ reading motivation profiles and the relationship with reading comprehension}}, year = {{2022}}, }