Contributions of reading self-concept, intrinsic motivation, and reading value to sixth graders' purposeful reading: the mediating role of the task model.
This study explores the relationships between sixth graders' motivation for purposeful reading, their task understanding skills, and their comprehension of written texts. More specifically, we investigated the role of students' understanding of reading tasks as a mediator of the relationships betwee...
| Publicado en: | Discourse Processes Vol. 62; no. 6/7; pp. 502 - 520 |
|---|---|
| Autores principales: | , , , , |
| Formato: | Artículo |
| Publicado: |
Taylor & Francis Ltd
Jul/Aug2025
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=186989488&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 186989488 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 0163853X 7LQ jtl: Discourse Processes issn: 0163853X maglogo: N pubinfo: dt: Jul/Aug2025 vid: 62 iid: 6/7 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 186989488 10.1080/0163853X.2025.2516387 ppf: 502 ppct: 18 formats: tig: atl: Contributions of reading self-concept, intrinsic motivation, and reading value to sixth graders' purposeful reading: the mediating role of the task model. aug: au: Oger, Delphine Sanchiz, Mylène Dujardin, Emilie Pylouster, Jean Rouet, Jean-François affil: Centre de Recherche sur la Cognition et l'Apprentissage (UMR 7295), Université de Poitiers, Poitiers, France Centre National de la Recherche Scientifique, Poitiers, France su: Intrinsic motivation Reading motivation Reading comprehension Self-perception Task analysis Sixth grade (Education) Engaged reading sug: subj: Intrinsic motivation Reading motivation Reading comprehension Self-perception Task analysis Sixth grade (Education) Engaged reading ab: This study explores the relationships between sixth graders' motivation for purposeful reading, their task understanding skills, and their comprehension of written texts. More specifically, we investigated the role of students' understanding of reading tasks as a mediator of the relationships between reading self-concept, intrinsic reading motivation, reading value, and comprehension performance. Two hundred thirty-one sixth graders completed a purposeful reading motivation questionnaire, four tasks assessing their understanding of reading tasks, and four tasks assessing their comprehension of written texts. Intrinsic motivation and self-concept predicted comprehension performance but did not predict task-modeling skills. Mediation analyses showed that task-modeling skills only mediated the relationship between reading value and comprehension performance. The contributions of various dimensions of adolescents' motivation for reading and their task-modeling skills to their reading comprehension are discussed in light of current models of purposeful reading. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2025 holdings: @attributes: islocal: N |
|---|