$\require{mediawiki-texvc}$

연합인증

연합인증 가입 기관의 연구자들은 소속기관의 인증정보(ID와 암호)를 이용해 다른 대학, 연구기관, 서비스 공급자의 다양한 온라인 자원과 연구 데이터를 이용할 수 있습니다.

이는 여행자가 자국에서 발행 받은 여권으로 세계 각국을 자유롭게 여행할 수 있는 것과 같습니다.

연합인증으로 이용이 가능한 서비스는 NTIS, DataON, Edison, Kafe, Webinar 등이 있습니다.

한번의 인증절차만으로 연합인증 가입 서비스에 추가 로그인 없이 이용이 가능합니다.

다만, 연합인증을 위해서는 최초 1회만 인증 절차가 필요합니다. (회원이 아닐 경우 회원 가입이 필요합니다.)

연합인증 절차는 다음과 같습니다.

최초이용시에는
ScienceON에 로그인 → 연합인증 서비스 접속 → 로그인 (본인 확인 또는 회원가입) → 서비스 이용

그 이후에는
ScienceON 로그인 → 연합인증 서비스 접속 → 서비스 이용

연합인증을 활용하시면 KISTI가 제공하는 다양한 서비스를 편리하게 이용하실 수 있습니다.

초등학교 저학년 아동의 읽기 동기 구성요인과 읽기 능력의 관계

Relationships of Various Motivational Constructs and Reading Abilities of Elementary School Children

대한가정학회지 = Journal of the Korean Home Economics Association, v.43 no.1 = no.203, 2005년, pp.53 - 67  

권민균 (계명대학교 유아교육과)

Abstract AI-Helper 아이콘AI-Helper

It has been suggested that children's reasons for reading are various; reading efficacy, challenge, curiosity, involvement, importance, recognition, competition, compliance, grades, avoidance and social interactions. To extend previous studies in which only one or two motivational constructs were st...

주제어

참고문헌 (47)

  1. 가경신(1997). 독자의 심리적 요인이 읽기 성취에 미치는 영향. 한국교원대학교 대학원 석사학위 논문 

  2. 김효영(2000). 읽기동기와 읽기 활동의 관계 분석. 경상대학교 교육대학원 석사학위논문 

  3. 권민균(2002) 초등학생의 읽기동기에 관한 연구: 읽기동기의 구성요인, 학년과 성차이를 중심으로. 아동학회지, 23(3), 17-33 

  4. 이학식, 김 영(2001). SPSS 10.0 매뉴얼: 통계분석 방법 및 해설. 서울: 법문사 

  5. 정범모, 이성진(1987). 학업 성취의 요인. 서울: 교육 출판사 

  6. 조선일보(2000). '초등생 독서량 감소' 조선일보 5.25. 

  7. 한국교육개발원(1989). 기초학습능력검사. 서울: 특수 교육사 

  8. Ames, C (1992). Classrooms. Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271 

  9. Anderson, R.C, Wilson P.T., & Fielding, L.G.(1988). Growth in research and how children spend their time outside of school. Reading Research Quarterly, 23, 285-303 

  10. Au, K. (1993). Literacy instruction in multicultural settings. New York: Harcourt Brace College Press 

  11. Baker, L., & Wigfield, A. (1999). Dimensions of children's motivation for reading and their relations to reading activity and reading achievement. Reading Research Quarterly, 34, 2-29 

  12. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall 

  13. Bodley, J. H. (1994). Cultural anthropology: Tribes, states, and the global system. Mountain View, CA: Mayfield 

  14. Cassidy, J., & J. K. Wenrich (1998). What's hot, what's not for 1998. Reading Today, 15(4). Newark, DE: International Reading Association 

  15. Chen, C. S., Stevenson, H. W., Hayward, C. & Burgess, S. (1995). Cultrue and achievement: Ethnic and corss-cultural differences. In M.S. Maehr & P.R Pintrich(Eds.), Advances in motivation and achievement. Greenwich, CT: JAI Press 

  16. Cox, K. E., & Guthrie, J. (2001). Motivational and cognitive contributions to students' amount of reading. Contemporary Educational Psychology, 26, 116-131 

  17. Cunningham, A E., & Stanovich, K. E. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33(6), 934-945 

  18. Deci, E. 1. & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press 

  19. Eccles, J. S., & Wigfield, A. (1995). In the mind of the achiever: The structure of adolescetns' academic achievement-related beliefs and self-perceptions. Personality and Social Psychology Bulletin, 21, 215-225 

  20. Erikson, E. (1950). Childhood and Society. New York: Norton 

  21. Flippo, R. F. (2001). Reading Researchers in search of common ground. Newark, DE: IRA 

  22. Gottfried, A E. (1990). Academic intrinsic motivation in young elementary school children. Journal of Educational Psychology, 82, 525-538 

  23. Guthrie, J. T., Wigfield, A, Metsala, J. L., & Cox, K. E. (1999). Motivational and cognitive predictors of text comprehension and reading amount. Scientific Studies of Reading, 3, 231-256 

  24. Harter,S., & Connell, J. P. (1984). A model of children's achievement and related selfperceptions of competence, control, and motivational orientation. In J.G. Nicholls (Ed.), Advances in motivation and achievement: The development of achievement motivation, 3,219-250. Greenwich, CT: JAI Press 

  25. Ho, D. Y. (1994). Cognitive socializaion in Confucian heritage cultures. In P.M. Greenfield & R.R. Cocking(Eds.), Cross-Cultural roots of minority child development. Hillsdale, NJ: Erlbaum 

  26. IRA & NAEYC (1998). Learning to read and write: developmentally appropriate practices for young children. Young Children. National Association for the Education of Young Children 

  27. Julian, T. W., Mckenry, P. C., & Mckelvey, M. W. (1994). Cultural variations in parenting: Perceptions of Caucasian, African-American, Hispanic, and Asian-American parents. Family Relations, 43, 30-37 

  28. Lepper, J. R, & Henderlong, J. (2000). Turning 'play' into 'work' and 'work' into 'play': 25 years of research on intrinsic versus extrinsic motivation. In C. Sansone & J.M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance. San Diego, CA: Academic Press 

  29. Markus, H. R & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, motivation. Psychological Review, 98, 224-253 

  30. Meece, J. L., Wigfield, A., & Eccles, J. S. (1990). Predictors of math anxiety and its consequences for young adolescents' course enrollment intentions and performances in mathematics. Journal of Educational Psychology, 82, 60-70 

  31. Mikulecky, L. (1994). The need for affective literates. In E.H. Cramer & H. Castle(Eds.), Fostering the love of reading: the affective domain in reading education. International Reading Association 

  32. Morrow, L. (1996). Motivating reading and writing in diverse classrooms: Social and physical contexts in a literature-based program. Urbana, IL: National Council of Teachers of English 

  33. Pintrich, P. R, & Schunk, D. H. (1996). Motivation in education: Theory, research, and application. Englewood Cliffs, NJ: Prentice Hall 

  34. Ryan, R. M., & Deci, E L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67 

  35. Samuels, S. J. (2002). Reading Fluency: Its development and Assessment. In A.E Farstrup & S.J. Samuels (Eds.), What Research Has to Say About Reading Instruction, 3rd ed. Newark, DE: IRA 

  36. Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 233-262 

  37. Schunk, D. J., & Rice, J. M. (1993). Strategy fading and progress feedback: Effects on self-efficacy and comprehension among students receiving remedial reading services. The Journal of Special Education, 27, 257-276 

  38. Scribner, S., & Cole, M. (1981). The psychology of literacy. Cambridge, MA: Harvard Univ. Press 

  39. Shell, D., Colvin, C, & Bruning, R. (1995). Self-efficacy, attribution, and outcome expectancy mechanisms in reading and writing achievement: Grade-level and achievement-level differences. Journal of Educational Psychology, 87, 386-398 

  40. Stipek, D. J. (2001). Pathways to constructive lives: The importance of early school success. In AC. Gohart & D.J. Stipek(Eds.), Constructive and destructive behavior implications for family, school, and society. Washington, DC: American Psychological Association 

  41. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press 

  42. Wang, J. H. & Guthrie, H. T. (2004). Modeling the effects of intrinsic motivation, extrinsic motivation, amonunt of reading and past reading achievement on text comprehension between U.S. and Chinese students. Reading Research Quarterly, 39(2), 162-186 

  43. Weiner, B. (1992). Human motivation: Metaphors, theories, and research. Newbury Park, CA: SAGE 

  44. Wentzel, K. R. (1991). Social competence at school: The relation between social responsibility and academic achievement. Review of Educational Research, 61, 1-24 

  45. Wentzel, K. R. (1999). Social-motivational processes and interpersonal relationships: Implications for understanding motivation at school. Journal of Educational Psychology, 91, 76-97 

  46. Wigfield, A. & Guthrie, J. (1995). Dimensions of children's motivations for reading: An initial study (Research Rep. No. 34). Athens, GA: National Reading Research Center 

  47. Wigfield, A. & Guthrie, J. (1997). Relations of children's motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology, 89(3), 420-432 

저자의 다른 논문 :

섹션별 컨텐츠 바로가기

AI-Helper ※ AI-Helper는 오픈소스 모델을 사용합니다.

AI-Helper 아이콘
AI-Helper
안녕하세요, AI-Helper입니다. 좌측 "선택된 텍스트"에서 텍스트를 선택하여 요약, 번역, 용어설명을 실행하세요.
※ AI-Helper는 부적절한 답변을 할 수 있습니다.

선택된 텍스트