Published

2021-08-02

Motivation and Strategies for Reading Comprehension in Middle School

Motivación y Estrategias para la Comprensión Lectora en la Enseñanza Fundamental

DOI:

https://doi.org/10.15446/rcp.v30n2.88781

Keywords:

achievement goals, self-efficacy, learning strategies, linguistic abilities, psychoeducational assessment (en)
objetivos de logro, autoeficacia, estrategias de aprendizaje, capacidad lingüistica, evaluación psicoeducativa (es)

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Authors

  • Adriana Satico Ferraz University of São Francisco, Campus of Campinas, São Paulo State, Brazil
  • Amanda Lays Monteiro Inácio University of São Francisco, Campus of Campinas, São Paulo State, Brazil
  • Mirelle Christina Pinheiro University of São Francisco, Campus of Campinas, São Paulo State, Brazil
  • Acácia Aparecida Angeli dos Santos University of São Francisco, Campus of Campinas, São Paulo State, Brazil

In this study, we investigated the relationships among achievement goals, self-efficacy, reading strategies, and the self assessment of performance in 47 Middle School students with control of the variable’s history of repetition, school year, and age. The differences in the students’ self-assessment regarding the practice of recreational reading were also analyzed. The students responded to three scales of the Multidimensional Battery of Reading Comprehension Self-Regulation.
Statistically significant correlations were identified among the motivational constructs, reading strategies, self-assessment, and achievement goals. We identified differences in the indices between the bivariate and partial correlations. The achievement goals were predictors  of self-efficacy and reading strategies. These three constructs predicted the students’ self assessment in Portuguese language and reading comprehension. Students who practiced recreational reading presented a higher self-assessment than students who did not have this habit. It is suggested to continue the investigations on the theme and incorporate the findings of this study into the pedagogical practices that encourage reading.

 

How to cite this article: Ferraz, A. S., Inácio, A. L. M., Pinheiro, M. C., & dos Santos, A. A. A. (2021). Motivation and Strategies for Reading Comprehension in Middle School. Revista Colombiana de Psicología, 30(2), 71-86. https://doi.org/10.15446/rcp.v30n2.88781

En este estudio, investigamos la relación entre los objetivos de logro, la autoeficacia, las estrategias de lectura y la autoevaluación del desempeño de 47 estudiantes de la enseñanza fundamental, con control de las variables historial de repetición, años escolares y edad. Se analizaron las diferencias en la autoevaluación de los estudiantes en la práctica de la lectura recreativa. Los estudiantes respondieron tres escalas de la Batería Multidimensional de Autorregulación para la Comprensión Lectora. Identificamos diferencias en las correlaciones bivariadas y parciales entre construcciones motivacionales, estrategias de lectura, autoevaluación y entre objetivos de logro. Los objetivos de logro fueron predicen autoeficacia y estrategias de lectura. Estos tres constructos predijeron la autoevaluación en portugués y comprensión de lectura. Los estudiantes que practicaban lectura recreativa tuvieron una autoevaluación más alta en comparación con los estudiantes que no tenían este hábito. Se sugiere continuar las investigaciones sobre el tema e incorporar los hallazgos de este estudio en las prácticas pedagógicas de la lectura.

 

Cómo citar este artículo: Ferraz, A. S., Inácio, A. L. M., Pinheiro, M. C., & dos Santos, A. A. A. (2021). Motivación y Estrategias para la Comprensión Lectora en la Enseñanza Fundamental. Revista Colombiana de Psicología, 30(2), 71-86. https://doi.org/10.15446/rcp.v30n2.88781

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How to Cite

APA

Ferraz, A. S., Inácio, A. L. M., Pinheiro, M. C. and dos Santos, A. A. A. (2021). Motivation and Strategies for Reading Comprehension in Middle School. Revista Colombiana de Psicología, 30(2), 71–86. https://doi.org/10.15446/rcp.v30n2.88781

ACM

[1]
Ferraz, A.S., Inácio, A.L.M., Pinheiro, M.C. and dos Santos, A.A.A. 2021. Motivation and Strategies for Reading Comprehension in Middle School. Revista Colombiana de Psicología. 30, 2 (Aug. 2021), 71–86. DOI:https://doi.org/10.15446/rcp.v30n2.88781.

ACS

(1)
Ferraz, A. S.; Inácio, A. L. M.; Pinheiro, M. C.; dos Santos, A. A. A. Motivation and Strategies for Reading Comprehension in Middle School. Rev. colomb. psicol. 2021, 30, 71-86.

ABNT

FERRAZ, A. S.; INÁCIO, A. L. M.; PINHEIRO, M. C.; DOS SANTOS, A. A. A. Motivation and Strategies for Reading Comprehension in Middle School. Revista Colombiana de Psicología, [S. l.], v. 30, n. 2, p. 71–86, 2021. DOI: 10.15446/rcp.v30n2.88781. Disponível em: https://revistas.unal.edu.co/index.php/psicologia/article/view/88781. Acesso em: 1 feb. 2025.

Chicago

Ferraz, Adriana Satico, Amanda Lays Monteiro Inácio, Mirelle Christina Pinheiro, and Acácia Aparecida Angeli dos Santos. 2021. “Motivation and Strategies for Reading Comprehension in Middle School”. Revista Colombiana De Psicología 30 (2):71-86. https://doi.org/10.15446/rcp.v30n2.88781.

Harvard

Ferraz, A. S., Inácio, A. L. M., Pinheiro, M. C. and dos Santos, A. A. A. (2021) “Motivation and Strategies for Reading Comprehension in Middle School”, Revista Colombiana de Psicología, 30(2), pp. 71–86. doi: 10.15446/rcp.v30n2.88781.

IEEE

[1]
A. S. Ferraz, A. L. M. Inácio, M. C. Pinheiro, and A. A. A. dos Santos, “Motivation and Strategies for Reading Comprehension in Middle School”, Rev. colomb. psicol., vol. 30, no. 2, pp. 71–86, Aug. 2021.

MLA

Ferraz, A. S., A. L. M. Inácio, M. C. Pinheiro, and A. A. A. dos Santos. “Motivation and Strategies for Reading Comprehension in Middle School”. Revista Colombiana de Psicología, vol. 30, no. 2, Aug. 2021, pp. 71-86, doi:10.15446/rcp.v30n2.88781.

Turabian

Ferraz, Adriana Satico, Amanda Lays Monteiro Inácio, Mirelle Christina Pinheiro, and Acácia Aparecida Angeli dos Santos. “Motivation and Strategies for Reading Comprehension in Middle School”. Revista Colombiana de Psicología 30, no. 2 (August 2, 2021): 71–86. Accessed February 1, 2025. https://revistas.unal.edu.co/index.php/psicologia/article/view/88781.

Vancouver

1.
Ferraz AS, Inácio ALM, Pinheiro MC, dos Santos AAA. Motivation and Strategies for Reading Comprehension in Middle School. Rev. colomb. psicol. [Internet]. 2021 Aug. 2 [cited 2025 Feb. 1];30(2):71-86. Available from: https://revistas.unal.edu.co/index.php/psicologia/article/view/88781

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2. Ahlam Lee. (2024). The Relation between Motivation and Goal Attainment: A Correlational Meta‐Analysis. Japanese Psychological Research, 66(2), p.114. https://doi.org/10.1111/jpr.12486.

3. Meihua Liu. (2023). University Students’ Dynamic Motivation to Learn Chinese as a Second Language. Sage Open, 13(4) https://doi.org/10.1177/21582440231207450.

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