View in EDS HTML Full Text PDF Full Text

Teacher Beliefs about Reading Motivation and Their Enactment in Classrooms: The Development of a Survey Questionnaire

Saved in:
Bibliographic Details
Title: Teacher Beliefs about Reading Motivation and Their Enactment in Classrooms: The Development of a Survey Questionnaire
Language: English
Authors: Quirk, Matthew, Unrau, Norman, Ragusa, Gisele, Rueda, Robert, Lim, Hyo, Velasco, Alejandra, Fujii, Kayoko, Bowers, Erica, Nemerouf, Ann, Loera, Gustavo
Source: Reading Psychology. 2010 31(2):93-120.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 28
Publication Date: 2010
Intended Audience: Teachers
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Self Efficacy, Validity, Student Motivation, Reading Motivation, Measures (Individuals), Teacher Attitudes, Reliability, Surveys, Questionnaires, Correlation, Literacy, Reading Achievement, Reading Instruction
DOI: 10.1080/02702710902754051
ISSN: 0270-2711
Abstract: This study examined teachers' beliefs about motivating students to read through the development of a new survey questionnaire. The current investigation reports on initial tests of the scale's reliability and validity. The items for this measure were developed from an engagement perspective to reflect the motivational constructs represented in an established measure of student motivation for reading. Tests of internal consistency revealed that teachers' beliefs about motivating students to read can be reliably measured. In addition, significant relationships were found between teachers' beliefs about motivating their students to read and their teaching self-efficacy, providing initial evidence of the scale's validity. (Contains 4 tables.)
Abstractor: As Provided
Number of References: 38
Entry Date: 2010
Accession Number: EJ881055
Database: ERIC
Full text is not displayed to guests.
Description
Abstract:This study examined teachers' beliefs about motivating students to read through the development of a new survey questionnaire. The current investigation reports on initial tests of the scale's reliability and validity. The items for this measure were developed from an engagement perspective to reflect the motivational constructs represented in an established measure of student motivation for reading. Tests of internal consistency revealed that teachers' beliefs about motivating students to read can be reliably measured. In addition, significant relationships were found between teachers' beliefs about motivating their students to read and their teaching self-efficacy, providing initial evidence of the scale's validity. (Contains 4 tables.)
ISSN:0270-2711
DOI:10.1080/02702710902754051