Reading Recovery: Exploring the Effects on First-Graders' Reading Motivation and Achievement

ABSTRACT

This study examined the effects of Reading Recovery on children's motivational levels, and how motivation may contribute to the effect of the intervention on literacy achievement. Prior studies concluded that Reading Recovery was positively associated with increased student motivation levels, but most of those studies were limited methodologically. The achievement and motivation levels before and after the intervention of Reading Recovery students and similarly low-performing first-grade students were compared using structural equation modeling. It was found that Reading Recovery had a .31 treatment effect on achievement after controlling for baseline achievement and motivational differences among the treatment and comparison students. Reading Recovery also was associated with greater average levels of posttest motivation, and motivation was found to mediate the treatment-achievement relationship. This study highlights how important it is for early reading interventions to consider the role motivation plays in literacy acquisition.     

Effects of teacher clarity and student anxiety on student outcomes

A laboratory experiment was carried out with 120 undergraduate students to examine a possible aptitude–treatment interaction between teacher clarity and student test anxiety in relation to two outcome measures, namely student achievement and student motivation, with student intelligence statistically controlled. Students completed measures of intelligence and test anxiety and were randomly assigned to high teacher clarity or low teacher clarity conditions, defined by the presence or absence of specific teaching behaviours in a videotaped lecture with content held constant across conditions. Measures of motivation and self-efficacy for learning the material were completed immediately post-treatment, then one week later participants completed an achievement test based on the material contained in the lecture and assigned homework. Results revealed significant beneficial main effects for high vs. low teacher clarity for both achievement and motivation measures, but no aptitude–treatment interaction between teacher clarity and student test anxiety.     

Teacher Time Utilization with Teacher Aides

Abstract

This study explored the relationship between cooperative and competitive instructional environments in which high level teacher questions were the primary instructional strategy and student achievement was measured by recall of content and the ability to respond to high level test questions. Ninety-six fifth grade students were randomly assigned to one of three groups: competitive environment (Cm), cooperative environment (Co), and control (C). Results of the data analysis by MANOVA indicated that Cm and Co did better than C on both low level and high level portions of the posttest. There were no significant differences between Cm and Co in low level understanding, but significant differences in favor of Cm over Co did emerge on the high level subtest. The implications for structuring classroom environments and the need for further research studies are discussed.     

A Comparison of Academic Aptitudes,Certain Values,and Personal and Background Characteristics of Students in Off-Campus Centers and on Central Campus of the Same University

Abstract

Three groups of conduct problem Students in three suburban junior high schools participated in sixteen sessions of a structured teaching and counseling program. Each session was conducted as a seminar in which the counselor led Ss in a discussion of some aspect of frustration and aggression theory in an attempt to induce Ss to relate the theoretical concepts to their own behavior. No significant differences were found between experimental and control Ss on a behavior rating scale, although there was a Treatments x Groups interaction for grade point average (GPA).     

Longitudinal Pathways From Math Intrinsic Motivation and Achievement to Math Course Accomplishments and Educational Attainment

Abstract

Across 20 years, pathways from math intrinsic motivation and achievement (ages 9–17) to high school math course accomplishments and educational attainment (age 29) were analyzed. Academic intrinsic motivation was the theoretical foundation. To determine how initial status and change in motivation and achievement related to course accomplishments and educational attainment, a latent curve model was fit to data from the Fullerton Longitudinal Study. Levels of motivation and achievement at 9 had positive, direct, and mutually indirect paths to course accomplishments. Dual declines in motivation and achievement related to course accomplishments, directly for achievement, and indirectly for motivation via achievement. Greater decline corresponded to fewer course accomplishments which in turn predicted, and served as a mediator to educational attainment. Implications are discussed.     

The Effectiveness of Feedback in -Teaching Principles of Educational Psychology

Sixty-seven male and seventy-three female undergraduates rated self, father, mother, and a male teacher on MARS. They also rated the teacher on a 17-item scale (RST) at the end of the course and took five teacher-made achievement tests during the semester. Students were divided into high and low achievement levels (AL), using the median as the cutoff. Two-way multivariate analysis of variance showed significant (p<.0001) differences in teacher ratings on MARS and RST factors between the sexes and between high and low AL Ss (p<.05) . Also, significant sex x AL interaction (p<.05) was found for the RST data.     

Individual differences in an English learning achievement system: gaming flow experience,gender differences and learning motivation

Despite the growing interest in digital game-based learning (DGBL), there has been a lack of attention paid to the effects of individual differences, such as gaming flow experience and gender differences, in a reward-based achievement system. To this end, this study developed an achievement system with a reward mechanism to facilitate English learning. This study investigated how individuals’ gaming flow experience levels affected their levels of learning motivation, and whether any gender differences existed in gaming flow experience and learning motivation while engaging in the achievement system. The results showed that gaming flow experience significantly predicted learning motivation, whereby the students with high gaming flow experience were six times more likely to have high learning motivation than those with low gaming flow experience. Subsequent analysis showed that the female students had significantly higher gaming flow than the male students, but the male and female students showed similar learning motivation. Furthermore, the results indicated that the male students achieved more interactive rewards than the female students, but no significant differences were found in the male and female students’ achievement of other types of rewards. Based on these findings, the authors contribute to the literature by developing a framework which can be applied to support designers to accommodate individual differences in DGBL.     

Adolescents’ motivation for reading: group differences and relation to standardized achievement

The purpose of this study was to extend the research on adolescents’ motivation for reading by examining important group differences and the relation of motivation to standardized achievement. Adolescents (N = 406) ranging from grade 7 to grade 12 completed a self-report survey that assessed 13 different aspects of their reading motivation including multiple forms of expectancy beliefs, value, achievement goals, and social goals. Group comparisons indicated important differences between readers who had struggled and those who were more adequate readers, but relatively few differences based on gender or grade in school. Regression analysis showed that the motivational beliefs as a group, and perceived control individually, were able to predict students’ performance on a standardized measure of reading comprehension.     

Locus of Control,Self‐Efficacy,and Motivation in Different Schools: Is moderation the key to success?

This study used a novel multidimensional locus of control instrument (I‐SEE) to investigate the relationship between locus of control, motivation, and academic achievement in three different types of school. The strengths of the I‐SEE are that it incorporates the construct of self‐efficacy and that it is embedded in a model of personality and action based on field‐theoretical conceptions. Further, it includes the role of the environment and personality in determining action. The results support a multidimensional conceptualisation of locus of control and the utility of the I‐SEE. There were statistically significant differences between schools for motivation and achievement and also a mediating effect between locus of control and school type, suggesting that interactional models are required in investigations of motivation and achievement. Furthermore, moderate levels of locus of control and self‐efficacy appear to be more adaptive than either extremely high or low levels.     

Relationship of Student Grade Expectations,Selected Characteristics,and Academic Performance

Students (N=415) in three academic areas (education, engineering, and business) estimated their final grade in a course at the beginning, middle, and end of a term and completed the 16PF Questionnaire. Results indicated that the Ss initial grade estimate was most accurate. No differences were found between high (A, B) and low (C, D, F) achieving Ss. Ss with high academic averages underestimated, and Ss with low averages overestimated grades. Overestimating education Ss were less intelligent than underestimators and less assertive and mature than accurate and overestimating Ss. Underestimating business Ss were less mature than overestimators and possessed lower self-sentiment than accurate estimators.     

Reciprocal Effects between Reading Achievement and Intrinsic and Extrinsic Reading Motivation

ABSTRACT

Research on reading achievement and reading motivation has rarely addressed the question if and how they affect each other over time. In our study, we investigate the reciprocal effects between reading achievement and both intrinsic and extrinsic reading motivation during elementary school. We measured reading achievement and intrinsic and extrinsic reading motivation in 966 students at 3 points of measurement during 3rd and 4th grade. Consistent with previous research, cross-lagged panel analyses revealed positive reciprocal effects between reading achievement and intrinsic reading motivation. Effects of reading achievement on intrinsic reading motivation were found during Grades 3 and 4, whereas effects of intrinsic motivation were limited to Grade 3. No reciprocal effects between reading achievement and extrinsic reading motivation were found. We discuss the implications of our results for daily teaching practices and effective reading instruction.     

Research for Curriculum Development in Public and Hospital Schools

Abstract

Social, personal and environmental achievement related influences in the lives of 1070 Ss, enrolled In a state hospital school system and a public school system, were studied in an attempt to Improve the curricula available to these and similar young people. A data-gathering instrument was created and used to gather information relative to 73 preselected variables. The data were studied to Identify relationships between these variables and educational retardation, and to determine differences between educationally and noneducationally retarded public school and hospital pupils in terms of variables found to be commonly related to preselected achievement criteria. Although many of the variables found to be significantly related (5% level) to the achievement of educationally retarded public school youth were also found to be so related to the achievement of noneducationally retarded youth, many significant differences between the variable measures were found. Similar results were obtained when public school pupils were compared with hospitalizd pupils. Finally, patterns of difference were Identified when all data were pooled. Experimental curriculum development was based upon this study.     

Achievement goals and classroom goal structures: Do they need to match?

Abstract

It is often assumed that students’ personal achievement goals are most beneficial when they match the goal structures of the classroom, but interaction between achievement goals and goal structures is not well researched. In this study, we aim at providing a nuanced picture of the direct, interaction, and nonlinear effects of achievement goals and goal structures on test performance and autonomous motivation. We used multiple linear regressions, including interaction and quadratic terms, in combination with response surface methodology to analyze questionnaire data from students in Grades 6-10. We found no evidence for a general match effect, and only weak indications of interactions between achievement goals and goal structures. Thus, the match between classroom goal structures and students’ personal goals may be less important for students’ motivation and achievement than previously assumed. Still, based on our results we recommend a focus on mastery structures in the classroom.     

Effect of Part-Time Work on High School Mathematics and Science Course Taking

Abstract

The effect of part-time work intensity on high school course work completed in mathematics and science and its indirect effect on 12th-grade achievement was explored. Longitudinal data from a nationally representative sample were used to test the models through path analysis. Socioeconomic status and previous achievement were included as exogenous variables for control purposes, and part-time work intensity was hypothesized to negatively affect course work completed in the 2 subjects, as well as 12th-grade achievement through course work during high school. Results suggest that, controlling for the background variables, there was a significant negative effect of part-time work intensity on course work and that its indirect effect on 12th-grade achievement through course work was larger than its direct effect.     

Application of Adjunct Auto-Instruction to Teaching Computer Programming

An N of 105 fifth and sixth grade Ss was randomly assigned to one of three groups: high level questioning (HQ), low level questioning (LQ), or control (C). Instructionally, the geographical themes for HQ and LQ were identical. However, in implementing instruction, higher (than recall) questions were predominately employed in the HQ and low level questions prevailed for LQ. Observers monitored the number and nature of the student responses to the questions. Analyses of variance indicated that HQ and LQ outperformed C Ss in terms of low as well as high level achievement for both post- and retention test situations (p < .01). The results, when compared to a previous study by the investigator, indicate the instructional importance of considering not only the level of questions posed but also the level of student involvement with those questions, as reflected in the response patterns.     

Students’ motivational beliefs in science learning,school motivational contexts,and science achievement in Taiwan

ABSTRACT

Taiwanese students are featured as having high academic achievement but low motivational beliefs according to the serial results of the Trends in Mathematics and Science Study (TIMSS). Moreover, given that the role of context has become more important in the development of academic motivation theory, this study aimed to examine the relationship between motivational beliefs and science achievement at both the student and school levels. Based on the Expectancy-Value Theory, the three motivational beliefs, namely self-concept, intrinsic value, and utility value, were the focuses of this study. The two-level hierarchical linear model was used to analyse the Taiwanese TIMSS 2011 eighth-grade student data. The results indicated that each motivational belief had a positive predictive effect on science achievement. Additionally, a positive school contextual effect of self-concept on science achievement was identified. Furthermore, school-mean utility value had a negative moderating effect on the relationship between utility value and science achievement. In conclusion, this study sheds light on the functioning of motivational beliefs in science learning among Taiwanese adolescents with consideration of the school motivational contexts.     

The Effects of Multimedia Content Design Modalities on Students’ Motivation and Achievement in History

This study examined the effects of different multimedia design modalities on middle-school students’ motivation and achievement in history and also sought to determine whether an interaction effect on achievement occurs between students’ prior knowledge and the different multimedia design modalities. Two groups of eighth-grade students enrolled in a rural middle school in a southern state created multimedia artifacts using two design modalities: video content design and visual content design. Each group consisted of 21 students ranging in age from 13 to 14. Both groups completed a history lesson on state governors and created video content or visual content, respectively. The results showed that students earned significantly higher achievement test scores when they were involved in the visual content design modality. However, no differences were found in each of the four motivation sub-measures. Furthermore, there was no interaction effect between students’ prior knowledge levels and the different content design modalities.     

Information Feedback,Need Achievement and Retention 1

Abstract

A test of achievement motivation was administered to 260 sixth graders. One month later, students participated in a science reading lesson followed by a multiple-choice test based upon that lesson. Feedback regarding performance was provided according to a standardized procedure either immediately after the test, or with one, two or three day delays. Then a retention test was administered to each group three days alter feedback. Results demonstrated that students who received feedback with a delay of one day manifested greater retention than students who received immediate feedback. There were no significant differences among groups who were exposed to delays of one, two or three days. A positive relation between achievement motivation and retention was demonstrated. There was no interaction between achievement motivation and feedback schedules.     

Group Intelligence Tests as a Means of Prognosis in High School

Abstract

Numerous claims have been put forth as to the superiority of team teaching ns an instructional arrangement to produce learning. Utile empirical evidence exists, however, to support these assertions. Using 137 eleventh-grade students enrolled In a first semester course in United States History, this study compared on a standardized end-of- course examination the achievement of those taught by a teaching team of three teachers with the achievement of those taught in more traditionally arranged classes.

Through analysis of variance, no significant differences were found between the two groups on Questions requiring factual recall or recognition. On questions requiring reflection, however, differences significant at the .01 and .05 level were obtained. It was concluded that teaching teams may Indeed be more effective than conventional classroom arrangements in producing certain types of learning.     

The interaction between social goals and self-construal on achievement motivation

The motivational effects of mastery goals and performance goals have been widely documented in previous research on achievement motivation. However, recent studies have increasingly indicated a need to include social goals so as to gain a more comprehensive understanding of achievement motivation. The purpose of the present research was to examine how social goals predicted achievement motivation among students with different self-construals (independent versus interdependent). In Study 1, 134 Chinese 8th graders completed a questionnaire on self-construal, social goals, and avoidance behaviors. In Study 2, the causal effect of self-construal and social goals on students’ willingness to take a course for improvement after failure was examined with experimental manipulation. Participants were 121 Chinese 7th graders. Results demonstrated that social goals yielded higher report of avoidance behaviors (Study 1) and lower willingness to improve after failure (Study 2) for students with independent self-construal, but lower report of avoidance behaviors (Study 1) and higher willingness to improve after failure (Study 2) for those with interdependent self-construal. The research sheds light on the theoretical framework of achievement motivation that goes beyond mastery and performance goals.