Moving students to read: Unpacking the relationship with reflective and integrative learning
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Date
2016-04-08
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American Educational Research Association Annual Meeting
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Abstract
College students' reading motivation and reflective and integrative learning play a significant role in influencing students' academic performance and engagement. Understanding students' reading motivation will help faculty members adjust their course design and provide sufficient support and resources in order to accommodate student learning. Using data collected in 2013 from 47 four-year colleges and universities located in the U.S., this study explores individual characteristics of students who tend to be intrinsically motivated to read. This study also explores the relationship between intrinsic reading motivation and students' level of engagement in reflective and integrative learning. Recommendations for enhancing students' reading motivation and reflective and integrative learning are provided.
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Presented at the 2016 American Educational Research Association Annual Meeting in Washington, DC.
Keywords
motivation, reading, high-impact practice, HIP, high impact practice, student characteristics, intrinsic
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Presentation