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|Title:||Motivation to Read: Comparing Teachers’ Perceptions of Students’ Motivation with Students’ Self-Reported Motivation: A Pilot Study|
|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.|
|Appears in Collections:||ICLS 2004|
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