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Motivation

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Reading Comprehension

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Abstract

Learners possess a complex belief system incorporating a variety of factors that influence motivation such as: self-concept, self-efficacy, self-worth, as well as attributions and future aspirations. Motivation is important for reading comprehension because it influences the choices that individuals make about what activity they will engage with, the degree of persistence, and the amount of effort that they will use on a given activity. Motivation is not something that is essentially associated with an inherent personality trait but is more often nurtured and mediated in supportive and positive social environments that strongly influence an individual’s expectations for future success. It is a self-directed activity that elicits positive emotions during learning. There are a number of factors that contribute to students’ positive academic emotions, including: (a) orientation towards metacognition and self-regulation, rather than external control; (b) use of positive classroom goal structures and interaction mechanisms; (c) positive modelling by the teacher; (d) feedback and achievement consequences; and (e) social relatedness and support in academic interactions.

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    Dr. Gary Woolley

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Woolley, G. (2011). Motivation. In: Reading Comprehension. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-1174-7_9

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