Differences in Reading Motivation Between American and Japanese Students

IF 1.4 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Literacy Research Pub Date : 2021-09-01 DOI:10.1177/1086296X211030455
Hitomi Kambara, Yu-Cheng Lin
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引用次数: 4

Abstract

This cross-cultural study investigated country and gender differences among American (U.S.A.) and Japanese students’ reading motivation. Fourth-grade students (94 from the United States and 102 from Japan) were administered a reading motivation questionnaire. Study results indicated American students had higher reading motivation than Japanese students on most dimensions, including Self-Efficacy, Challenges, Curiosity, Importance, Involvement, Recognition, Grades, Competition, and Social. We found that culture may impact students’ reading motivation and discuss how individualistic and collectivistic cultures influence students’ reading motivation. Contrasting with the existing research, this study did not show any significant gender differences in reading motivation across the two countries. The null effect of gender needs to be re-examined in future studies.
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美国和日本学生阅读动机的差异
本跨文化研究考察了美国和日本学生阅读动机的国家和性别差异。对四年级学生(94名美国学生和102名日本学生)进行阅读动机问卷调查。研究结果表明,美国学生的阅读动机在自我效能、挑战、好奇心、重要性、投入、认可、成绩、竞争和社交等多个维度上都高于日本学生。研究发现文化对学生阅读动机的影响,并探讨了个人主义文化和集体主义文化对学生阅读动机的影响。与已有研究相比,本研究未发现两国在阅读动机方面存在显著的性别差异。性别的零效应需要在未来的研究中重新检验。
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来源期刊
CiteScore
4.30
自引率
7.70%
发文量
19
期刊介绍: The Journal of Literacy Research (JLR) is a peer-reviewed journal contributes to the advancement research related to literacy and literacy education. Current focuses include, but are not limited to: -Literacies from preschool to adulthood -Evolving and expanding definitions of ‘literacy’ -Innovative applications of theory, pedagogy and instruction -Methodological developments in literacy and language research
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