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ERIC Number: EJ1091908
Record Type: Journal
Publication Date: 2016
Pages: 23
Abstractor: As Provided
Reference Count: 68
ISBN: N/A
ISSN: ISSN-0270-2711
Teacher Perceptions Affect Boys' and Girls' Reading Motivation Differently
Boerma, Inouk E.; Mol, Suzanne E.; Jolles, Jelle
Reading Psychology, v37 n4 p547-569 2016
The aim of this study was to examine the relationship between teacher perceptions and children's reading motivation, with specific attention to gender differences. The reading self-concept, task value, and attitude of 160 fifth and sixth graders were measured. Teachers rated each student's reading comprehension. Results showed that for boys, teacher expectations had no influence on the three constructs of reading motivation measured, whereas for girls, teacher expectations did predict reading self-concept and value of reading. The results provide evidence that the relationship between motivational factors and teacher perceptions is different for boys and girls. The implications for educational practice are addressed.
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
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6; Intermediate Grades; Middle Schools; Elementary Education; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands
Identifiers - Assessments and Surveys: Elementary Reading Attitude Survey; Motivation to Read Profile