How Reading Motivation and the Expectancy-Value Beliefs of Ninth Graders Influence Language Arts Course Enrollment Decisions and Why This Matters

IF 1.2 Q4 PSYCHOLOGY, EDUCATIONAL Reading Psychology Pub Date : 2021-12-28 DOI:10.1080/02702711.2021.2020186

McKenna Simmons, S. Clark, Erika Feinauer, Michael Richardson

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Abstract

Abstract The purpose of this explanatory mixed methods study was to understand how 9th grade honors and general education language arts students made course enrollment decisions through the lens of the Expectancy-Value (E-V) theory. A survey was administered to 9th grade students (N = 118) attending a public high school with the overall mean score indicating fairly high reading motivation. A point biserial correlation analysis was conducted next to determine any significant correlations between course selection and the E-V expectancies for success and task values. Attainment was the only task value reporting a positive and statistically significant correlation. Six students with either high, medium, or low reading motivation were interviewed from which four themes emerged: expectancy for success and reader identity, utility and usefulness of reading in the future, cost and enjoyment associated with reading, and attainment and course enrollment decisions. Implications and recommendations for educators and researchers are provided.

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九年级学生的阅读动机和期望值信念如何影响语言艺术课程的招生决定以及为什么这很重要

摘要这项解释性混合方法研究的目的是通过期望值（E-V）理论的视角来了解九年级荣誉和普通教育语言艺术学生是如何做出课程招生决定的。一项针对公立高中九年级学生（N=118）的调查显示，总体平均得分表明他们的阅读动机相当高。接下来进行了点序列相关性分析，以确定课程选择与成功的E-V预期和任务值之间的任何显著相关性。成就是唯一一个报告正相关且具有统计学意义的任务值。采访了六名阅读动机高、中等或低的学生，从中得出四个主题：对成功的期望和读者身份、未来阅读的效用和有用性、与阅读相关的成本和乐趣、成就和课程招生决定。为教育工作者和研究人员提供了启示和建议。

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来源期刊

Reading Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

2.20

自引率

7.10%

发文量

期刊介绍： Prepared exclusively by professionals, this refereed journal publishes original manuscripts in the fields of literacy, reading, and related psychology disciplines. Articles appear in the form of completed research; practitioner-based "experiential" methods or philosophical statements; teacher and counselor preparation services for guiding all levels of reading skill development, attitudes, and interests; programs or materials; and literary or humorous contributions.