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https://repository.isls.org//handle/1/3980
Title: | Motivation to Read: Comparing Teachers’ Perceptions of Students’ Motivation with Students’ Self-Reported Motivation: A Pilot Study |
Authors: | Rueda, Robert Au, Julie Choi, Sunhee |
Issue Date: | Jun-2004 |
Publisher: | Lawrence Erlbaum Associates |
Citation: | Rueda, R., Au, J., & Choi, S. (2004). Motivation to Read: Comparing Teachers’ Perceptions of Students’ Motivation with Students’ Self-Reported Motivation: A Pilot Study. In Kafai, Y. B., Sandoval, W. A., Enyedy, N., Nixon, A. S., & Herrera, F. (Eds.), International Conference of the Learning Sciences 2004: Embracing Diversity in the Learning Sciences (pp. 443-448). Santa Monica, CA: Lawrence Erlbaum Associates. |
Abstract: | This study investigated: a) the extent that teachers' perception of students' reading motivation differ from students' self-reported motivation; b) the extent that teacher perceptions of students' reading motivation vary across student reading achievement levels; and c) the relationship between students' self-reported measures of reading motivation and their reading achievement. Participants of this study included 22 Spanish speaking elementary students and 6 teachers from a low-income area in downtown Los Angeles. Results agree with previous findings in that teachers' perceptions and students' perceptions of motivation do differ; that teachers' perceptions of students' motivation are related to students' achievement level; and finally, higher achievers and lower achievers do have different motivation orientations. |
URI: | https://doi.dx.org/10.22318/icls2004.443 https://repository.isls.org//handle/1/3980 |
Appears in Collections: | ICLS 2004 |
Files in This Item:
File | Size | Format | |
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443-448.pdf | 123.34 kB | Adobe PDF | View/Open |
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