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1

PERSONAL AND ENVIRONMENTAL MOTIVATIONAL FACTORS THAT INFLUENCE READING ACHIEVEMENT IN 3RD GRADE STUDENTS IN SLOVENIA

100%
Peklaj C., Pecjak S.
Studia Psychologica
|
2009
|
vol. 51
|
issue 1
21-34
EN
Reading motivation is an important factor that influences students' reading achievement. It is the result of interaction between factors in students themselves and in their environment. The purpose of the study was twofold: first, to determine motivational variables that best predict reading achievement and second, to find environmental factors that would make a difference in students' reading motivation. The study comprised 990 third-grade students (507 boys and 483 girls) and their teachers (58). Students' reading motivation was assessed by means of the Reading Motivation Questionnaire for Young Students (Peklaj, Bucik, 2003) and estimates of the amount of time students spent in reading and reading frequency were also collected. Environmental variables were obtained through a questionnaire constructed for teachers. The regression analysis revealed that the factor predicting students' reading achievement is reading self-efficacy. Two elements of teachers' instruction were connected with students' reading motivation, namely, emphasizing the importance of reading and teacher as a reading model. The implications for educational practice as well as for further research are discussed.
2

MODEL OF READING COMPREHENSION FOR 5TH GRADE STUDENTS

81%
Pecjak S., Podlesek A., Pirc T.
Studia Psychologica
|
2011
|
vol. 53
|
issue 1
53-67
EN
Reading comprehension is one of the components of reading literacy, and also bears on the learning process and student outcomes overall. There are different meta-cognitive, motivational and emotional factors which contribute to reading comprehension. Our study included 470 5th grade primary school students. In this paper authors propose a confirmatory model of reading comprehension. The following factors are included in the model: meta-cognitive factors (vocabulary, reading speed, summarizing, and meta-cognitive reading knowledge), motivational factors (reading interest and reading competency), and emotional factors (feelings during recreational reading and academic reading). The model shows the direct and indirect effects of the evaluated factors on students' reading comprehension. These effects have important implications for future educational practice.
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