Correlated change in habitual and situational reading motivation

IF 2.7 2区心理学 Q2 PSYCHOLOGY, EDUCATIONAL European Journal of Psychology of Education Pub Date : 2024-01-04 DOI:10.1007/s10212-023-00777-3

Jan Retelsdorf, Nadine Cruz Neri, Jens Möller, Olaf Köller, Gabriel Nagy

引用次数: 0

Abstract

We aim to examine similarities and differences in the developmental patterns of habitual (HRM) and situational reading motivation (SRM). We investigated the correlated change of SRM and two aspects of HRM: habitual reading enjoyment and habitual reading for interest. The sample comprised N = 1508 students with four waves of data collections spaced approximately every 18 months. Applying multivariate curve-of-factors models, first we found a decline in all three aspects of reading motivation from T1 to T3, and a stable trajectory from T3 to T4. Second, all three aspects of reading motivation correlated strongly regarding time-specific aspects, as well as level and trend factors. Third, the two HRM aspects showed higher correlations than did any aspect of HRM with SRM. Implications of the correlated declines of HRM and SRM, and for future research on reading motivation in general, are discussed.

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习惯性阅读动机和情境性阅读动机的相关变化

我们旨在研究习惯性阅读动机（HRM）和情境性阅读动机（SRM）发展模式的异同。我们研究了SRM与HRM两个方面的相关变化：习惯性阅读乐趣和习惯性阅读兴趣。样本包括 N = 1508 名学生，大约每 18 个月收集四波数据。应用多元因素曲线模型，首先，我们发现从 T1 到 T3，阅读动机的三个方面都出现了下降，而从 T3 到 T4 呈稳定轨迹。其次，阅读动机的三个方面都与特定时间、水平和趋势因素密切相关。第三，人力资源管理的两个方面与 SRM 的相关性高于人力资源管理的任何方面。本文讨论了人力资源管理机制和精神压力管理机制相关性下降的影响，以及对未来阅读动机总体研究的影响。

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来源期刊

European Journal of Psychology of Education PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.30

自引率

3.30%

发文量

期刊介绍： The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward publishing high-quality papers that address the relevant psychological aspects of educational processes embedded in different institutional, social, and cultural contexts, and which focus on diversity in terms of the participants, their educational trajectories and their socio-cultural contexts. Authors are strongly encouraged to employ a variety of theoretical and methodological tools developed in the psychology of education in order to gain new insights by integrating different perspectives. Instead of reinforcing the divisions and distances between different communities stemming from their theoretical and methodological backgrounds, we would like to invite authors to engage with diverse theoretical and methodological tools in a meaningful way and to search for the new knowledge that can emerge from a combination of these tools. EJPE is open to all papers reflecting findings from original psychological studies on educational processes, as well as to exceptional theoretical and review papers that integrate current knowledge and chart new avenues for future research. Following the assumption that engaging with diversities creates great opportunities for new knowledge, the editorial team wishes to encourage, in particular, authors from less represented countries and regions, as well as young researchers, to submit their work and to keep going through the review process, which can be challenging, but which also presents opportunities for learning and inspiration.