期刊
POETICS
卷 101, 期 -, 页码 -出版社
ELSEVIER
DOI: 10.1016/j.poetic.2023.101828
关键词
Reading motivation; Gender; Socialization; Family; School
Students' intrinsic reading motivation is crucial for their reading proficiency and overall development. Girls tend to have higher intrinsic reading motivation than boys, benefiting more from family reading socialization and good disciplinary climate in classrooms. On the other hand, boys benefit more from a competitive learning climate in school and teachers' active stimulation of reading engagement, especially if they have received less family reading socialization.
Student's intrinsic reading motivation is key to their reading proficiency and spills over to other domains of development. Prior studies show that girls are more intrinsically motivated to read than boys but little is known about how reading socialization in families and schools relate to gender inequality in reading motivation. This study investigates a) how reading socialization activities in families and schools relate to girls' and boys' intrinsic reading motivation and b) whether schools can compensate for poor family reading socialization especially among boys. Analyses are performed on a sample from PISA 2018 containing 28,747 students in 1,581 schools. Results reveal that girls benefit more from family reading socialization and a good disciplinary climate in classrooms than boys. Boys benefit more than girls from a competitive learning climate in school and teachers' active stimulation of reading engagement. The latter particularly stimulates the intrinsic reading motivation of boys who received little family reading socialization.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据