A daily diary study of reading motivation inside and outside of school: A dynamic approach to motivation to read

Students' motivational trajectories in vocational education: Effects of a self-regulated learning environment

Motivation is central for successful learning processes and lifelong learning. In the present study, the motivational development of vocational students in a learning environment promoting self-regulated learning (SRL) was examined in comparison to a control group with regular, teacher-centered instruction. The first aim was to examine the development of the dispositional and situational motivation of vocational students. The second aim was to gain a deeper understanding of the students' motivational experiences and the factors of the learning environment that promote and impede motivation. For this purpose, a mixed-methods design was applied. Through multilevel analysis, we investigated the development of dispositional motivation between the beginning and the end of the first year of vocational education (N = 159), as well as the development of situational motivation over the first 14 weeks using weekly motivation measures (N = 119). In addition, we interviewed 19 students from the SRL-promoting and regular school settings. The quantitative results revealed significant changes in dispositional and situational motivation over time. The qualitative results showed that the three basic psychological needs (relatedness, competence, and autonomy) were central determinants of the students' motivation in both learning environments-albeit to varying extents. Overall, the SRL-promoting learning environment has positive effects on student motivation, but interindividual differences must be considered. Moreover, the results shed light on the coexistence of different motivation regulations within students and interindividual differences in the interpretation of the satisfaction of the three basic psychological needs.

Using a willingness to wait design to assess how readers value text

What affects moment-to-moment motivation to read? Existing reading motivation questionnaires are trait-based and not well suited to capturing the dynamic, situational influences of text or social context. Drawing on the decision science literature, we have created a paradigm to measure situational enjoyment during reading. Using this paradigm, we find reading enjoyment is associated with further decision-making about the text and with reading comprehension.

Parental Support and Positive Mood Buffer Adolescents' Academic Motivation During the COVID-19 Pandemic

School closures during the first COVID-19 lockdown in 2020 severely disrupted adolescents' lives. We used a daily diary method for 20 days, including online and physical school days, assessing daily mood, social support and conflict, and academic motivation in 102 adolescents aged 12-16 years. We found that adolescents' academic motivation was lower on online compared with physical school days. In general, positive mood was positively associated with academic motivation, and friend conflict related negatively to academic motivation. Moreover, lower levels of parental support were related to lower academic motivation on online versus physical school days. Overall, these findings identified some critical changes in adolescents' daily experiences during the COVID-19 school closure and social-emotional factors that may buffer decreases in adolescents' academic motivation.

Parental involvement, child effort, and the development of immigrant boys' and girls' reading and mathematics skills: A latent difference score growth model

Gender differences in elementary school performance among immigrant children have not yet been well documented. This study examined how differences in parental involvement, child effort, and family characteristics and resources contribute to immigrant boys'-and girls' academic achievement from kindergarten through 5^th-grade. The sample was drawn from the Early Childhood Longitudinal Study-Kindergarten cohort. Using a latent score growth model, this study found that parents' involvement at home benefited boys' reading and mathematics skills throughout all early elementary school years, but did not have the same benefit for girls. For both boys and girls, child effort in reading appears to be strongly linked to better reading and mathematics skills at kindergarten and to subsequent improvement between grades. The positive associations of parental involvement and child's effort with test scores were greater during earlier years than during later years for boys, whereas there was no difference in the association over time for girls.