阅读动机与学习障碍学生的阅读理解之间的关系:阅读量和使用策略的调解效应
1Department of Special Education, Gazi University, Turkey.
Research in developmental disabilities
|December 10, 2025
概括
对于学习障碍的学生来说,内在的阅读动机可以提高战略使用和阅读理解. 然而,外部动机间接地对策略的使用和理解产生负面影响.
科学领域:
- 教育心理学教育心理学
- 特殊教育 特殊教育
背景情况:
- 研究了内在/外在阅读动机对学习障碍学生阅读理解的影响.
- 检查阅读量和使用策略的调解作用.
研究的目的:
- 了解内在和外在阅读动机如何影响阅读理解.
- 在这种关系中探索阅读量和使用策略的调解效应.
主要方法:
- 有154名学习障碍的八年级学生参加.
- 在数据分析中使用了并行多重调解分析.
主要成果:
- 内在动机与阅读量和使用策略有积极的相关性.
- 外在动机与战略使用负相关;与阅读量无关.
- 阅读理解与使用策略有关,而不是直接与动机或阅读量有关.
- 内在的动机通过使用战略间接增强了理解力;外在的动机间接减少了理解力.
- 阅读量没有调解动机-理解关系.
结论:
- 干预措施应侧重于增强内在阅读动机.
- 促进阅读策略的使用对于改善阅读理解至关重要.
- 结果为支持学习障碍学生阅读提供了洞察力.
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