To read or not to read? Investigating students' reading motivation

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dc.contributor.authorRibera, A. K.
dc.contributor.authorWang, R.
dc.date.accessioned2019-09-18T20:23:28Z
dc.date.available2019-09-18T20:23:28Z
dc.date.issued2015-11-07
dc.descriptionPresented at the 2015 Professional & Organizational Development Conference in San Francisco, CA.
dc.description.abstractMotivation to read plays a significant role in college students' academic engagement and overall performance. Faculty may influence students' reading motivation through the types of reading they assign and strategies to approach the reading assignments. Disciplinary context also plays a unique role. Using data from 2013 National Survey of Student Engagement (NSSE), this study investigates differences in college students' reading motivation by assignment type. Variation by students majoring in hard and soft fields at four-year colleges and universities are also explored. Recommendations for ways faculty may enhance students' reading motivation are provided.
dc.identifier.urihttps://hdl.handle.net/2022/24302
dc.publisherProfessional & Organizational Development Conference
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectmotivation
dc.subjectacademic engagement
dc.subjectacademic performance
dc.subjectreading
dc.subjectreading skill
dc.subjectlearning strategies
dc.subjectNSSE
dc.subjectmajor
dc.titleTo read or not to read? Investigating students' reading motivation
dc.typePresentation

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