| Περίληψη: |
Background: Undermining motivations are relatively new to reading motivation research. In the current study, we first tried to answer the question whether relations between reading comprehension, affirming and, particularly, undermining reading motivations (Avoidance, Perceived Difficulty in Reading) differed for secondary schoolers from different educational tracks (prevocational vs. general/pre‐university). Second, we analysed whether educational characteristics moderated the relation between affirming/undermining motivations and comprehension. Methods: We used data from 3390 Dutch 15‐year‐olds participating in PISA 2018. Students completed a reading test assessing different comprehension processes (locating information, understanding, reflecting/evaluating) in various genres and formats and a questionnaire measuring affirming reading motivations (Intrinsic Motivation, Perception of Competence in Reading), undermining reading motivations (Avoidance, Perceived Difficulty in Reading) and perceptions of motivation‐supporting educational characteristics: Teacher‐Directed Instruction, Teacher Feedback, Teachers' Stimulation of Reading Engagement, Teacher Enthusiasm and Student Co‐operation. Data were analysed using multilevel regression analysis. Results: We found positive relations between affirming motivations and reading comprehension and negative relations between undermining motivations and reading comprehension; associations were comparable for students from the prevocational and general/pre‐university tracks. Additionally, we found a negative relation between Teachers' Stimulation of Reading Engagement and reading comprehension and a positive relation between Teacher Enthusiasm and reading comprehension, but no moderator effects of educational characteristics. Conclusions: Our findings call for further experimental and longitudinal research. Such research might tease out the direction of the relations between undermining motivations and reading comprehension and determine what types of interventions are effective in reducing undermining motivations. Summary: What is already known about this topic? Reading motivation and comprehension are related. Struggling readers are often less motivated and proficient readers are often more motivated readers.Undermining motivations are distinct from affirming motivations and contribute uniquely to explaining differences in reading comprehension.Educational characteristics supporting competence, autonomy and relatedness are positively related to intrinsic motivation. What this paper adds? The unique contribution of undermining motivations to explaining adolescents' reading comprehension differences is further supported.Undermining motivations are equally related to reading comprehension for students from prevocational and general/pre‐university education.The attention secondary school teachers pay to stimulating reading engagement is negatively related to reading comprehension; their enthusiasm is positively related. Implications for theory, policy or practice Experimental and longitudinal research is needed into relations between educational characteristics, undermining motivations and reading comprehension and into interventions that decrease undermining motivations.Reading teachers should anticipate the mechanisms underlying the occurrence of undermining motivations in their educational strategies. [ABSTRACT FROM AUTHOR] |