126 / 2021-06-29 08:30:23

学习动机和认知变量对阅读理解能力的影响分析

背景知识 认知策略 理解提升 内在动机 询问法

本研究主要解释了学习动机和认知变量是如何预测阅读理解能力，并分析当一个变量被控制以后，另一个变量是否加强了对阅读理解的理解。大学一年级的学生（300人）于同年3月参加了阅读理解的测试，5月完成了背景知识和认知策略的应用情况测量。研究者对每个学生的内部动机进行分析。多元回归的分析结果显示，在其余变量被控制后，学习动机、背景知识和认知策略对学生的阅读理解有明显的影响。而相同的认知和动机策略可以预测近三个月的阅读理解情况。本项研究对学习动机、认知变量和阅读理解之间的关系进行了更深一层次的解释和归纳。



The authors examined how motivational cognitive variables predict reading comprehension, and whether each predictor variable adds unique explanatory power when statistically controlling for the others. Fourth-grade students (N=205) completed measures of reading comprehension in September and December of the same year, and measure of background knowledge and cognitive strategy use in December. Teachers rated internal reading motivation of each student. Results from multiple regression analysis showed that motivation, background knowledge, and cognitive strategy-use made significant, independent contributions to children’s reading comprehension when the other predictor variables were controlled. Further analyses showed the same cognitive and motivational variables predicted growth over a 3-month period in reading comprehension. Possible explanations of the observed relations between motivation, cognitive variables, and reading comprehension are presented.