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Motivation for reading and writing in kindergarten children
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Orientador(es)
Resumo(s)
This study characterizes the reading and writing motivations of kindergarten
children. Four hundred fifty-one children participated in the study, answering
questions measuring value, self-concept, and enjoyment of reading and writing.
A factor analysis validated the conceptual motivational constructs. Findings
indicate that kindergarten children have high motivation for both reading and
writing, although scores for writing motivation were not as high as those for
reading. Among the group studied, boys’ and girls’ motivational profiles are
not markedly differentiated. Implications for future research and educational
practices are discussed.
Descrição
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Contexto Educativo
Citação
Reading Psychology, 32 (3) 272–299