<abstract xmlns="http://www.w3.org/1999/xhtml">

The promotion of learning motivation is a central task of all school subjects. Literature education is expected to promote reading motivation in particular. To meet this expectation, different concepts in literature learning and teaching have been proposed. However, to date little empirical evidence exists of a direct and maybe causal relationship between reading motivation and teacher action. The TAMoLi study (Texts, Activities, and Motivations in Literature Education) uses a multi-level analysis to examine the connection between reading motivation of Swiss and German students at lower secondary level on the one hand, and the aims and actions of teachers in the literature classroom on the other (N<italic>students</italic> = 2.017, N<italic>classes</italic> = 116). The results suggest that students’ reading motivation is not directly related to teachers’ self-reported aims and actions. Instead, how motivated the students are to read is influenced much more by students’ perception of teachers’ aims and actions – in particular, by students’ perception of teachers’ student-oriented aims. These findings add to evidence on student motivation in mathematics and second language learning and teaching.
</abstract>

The promotion of learning motivation is a central task of all school subjects. Literature education is expected to promote reading motivation in particular. To meet this expectation, different concepts in literature learning and teaching have been proposed. However, to date little empirical evidence exists of a direct and maybe causal relationship between reading motivation and teacher action. The TAMoLi study (Texts, Activities, and Motivations in Literature Education) uses a multi-level analysis to examine the connection between reading motivation of Swiss and German students at lower secondary level on the one hand, and the aims and actions of teachers in the literature classroom on the other (Nstudents = 2.017, Nclasses = 116). The results suggest that students’ reading motivation is not directly related to teachers’ self-reported aims and actions. Instead, how motivated the students are to read is influenced much more by students’ perception of teachers’ aims and actions – in particular, by students’ perception of teachers’ student-oriented aims. These findings add to evidence on student motivation in mathematics and second language learning and teaching.

Student reading motivation and teacher aims and actions in literature education in lower secondary school

research associate at the School of Education of the University of Applied Sciences Northwestern

Professor Emeritus of Reading Research and Literature Learning and Teaching at the School of Education of the University of Applied Sciences Northwestern Switzerland and Lecturer at the University of Basel

Professor of Literary Studies and Literature Education at the University of Hildesheim

Professor for Inclusive Education with Emphasis on Language at the University of Potsdam

Research in Subject-matter Teaching and Learning (RISTAL)

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

The promotion of learning motivation is a central task of all school subjects. Literature education is expected to promote reading motivation in particular. To...

Student reading motivation and teacher aims and actions in literature education in lower secondary school

Online veröffentlicht: 14. Juni 2022

Seitenbereich: 118 - 139

DOI: https://doi.org/10.23770/rt1828

Schlüsselwörter
Reading motivation, literature education, teacher actions, perception of instruction, interdisciplinary concept of student perception

© 2019 Dominik Fässler et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

Student reading motivation and teacher aims and actions in literature education in lower secondary school

Online veröffentlicht: 14. Juni 2022

Seitenbereich: 118 - 139

DOI: https://doi.org/10.23770/rt1828

SchlüsselwörterReading motivation, literature education, teacher actions, perception of instruction, interdisciplinary concept of student perception

© 2019 Dominik Fässler et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

Schlüsselwörter
Reading motivation, literature education, teacher actions, perception of instruction, interdisciplinary concept of student perception