Self-awareness of past learning and development as motivation for continued learning: the application of a general model to specific categories of literacy learning for preservice reading teachers.

Abstract

Pre- and post-course surveys of responses to course objectives in seven literacy education categories for 166 undergraduate reading education preservice teachers enrolled in a reading methods/reading practicum block revealed a direct relationship between pre-course motivation and end-of-course motivation for continued learning for six of the categories and an inverse relationship between perceived learning during the course and end-of course motivation for continued learning for all categories. Further analyses revealed perceived topic importance positively related to pre-course motivation for all categories, while the relationship between perceived learning during the course and perceived topic importance, pre-course motivation, and perceived prior learning varied by literacy education category.

Reference

Kaplan, D. (2003). Self-awareness of past learning and development as motivation for continued learning: the application of a general model to specific categories of literacy learning for preservice reading teachers., Reading Psychology, 24:1, 1-24, DOI: 10.1080/02702710308237

Journal

Reading Psychology

Analysis

Is this article part of a larger project or series of studies?

Does this study draw on a large, preexisting data set?

Research Approach

Quantitative
Survey

Geographic Setting

Southwestern United States
United States

Institutional Context

University based

Certification Level

Elementary

Programatic Focus

Elementary

Research Location Context

University

Preservice Participants

Undergraduates (university based program)

Preservice Sample Size

166

Duration of Data Collection

Academic Semester

Data Sources

Pre/Post survey

Data Analysis Tools

Statistical analysis

Researcher Positionality

inside (staying their own students)

Research Questions

For the current study I examined the degree to which and the conditions under which the general pattern found in the earlier study could be applied to more specific categories of learning about the teaching of literacy. At the same time I tried to determine if there were any idiosyncracies in the application of this pattern to any of the literacy learning categories.
Is this research question explicit from the manuscript? Yes