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ERIC Number: EJ907786
Record Type: Journal
Publication Date: 2008-Nov
Pages: 15
Abstractor: As Provided
Reference Count: 40
ISSN: ISSN-0034-5237
The Relationship between Extrinsic Motivation, Home Literacy, Classroom Instructional Practices, and Reading Proficiency in Second-Grade Chinese Children
Law, Yin-kum
Research in Education, v80 n1 p37-51 Nov 2008
This study investigated how students' extrinsic motivation, home literacy and classroom instructional practices were related to the students' reading proficiency of 734 Chinese second-graders (48.2 per cent girls and 51.4 per cent boys) from twenty-two classes in seven primary schools in Hong Kong. The mean student age was 7.5 years. All participants completed two reading comprehension tests and a questionnaire assessing extrinsic motivation and their perceptions of classroom instructional practices. Their parents also completed a questionnaire to report their home literacy activities, parents' support for their children's homework and their perceptions of their children's classroom instructional practices. The results of the hierarchical multiple regression analysis indicated that home literacy activities, and parents' and children's perspectives of classroom instructional practices, were associated with students' reading proficiency. However, students' extrinsic motivation and parents' support for their children's homework did not correlate with students' reading proficiency. The theoretical interpretations of this pattern of results are discussed. (Contains 3 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China