Moving students to read: Unpacking the relationship with reflective and integrative learning

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dc.contributor.authorWang, R.
dc.contributor.authorRibera, A. K.
dc.date.accessioned2019-09-18T20:23:17Z
dc.date.available2019-09-18T20:23:17Z
dc.date.issued2016-04-08
dc.descriptionPresented at the 2016 American Educational Research Association Annual Meeting in Washington, DC.
dc.description.abstractCollege 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.
dc.identifier.urihttps://hdl.handle.net/2022/24148
dc.publisherAmerican Educational Research Association Annual Meeting
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectmotivation
dc.subjectreading
dc.subjecthigh-impact practice
dc.subjectHIP
dc.subjecthigh impact practice
dc.subjectstudent characteristics
dc.subjectintrinsic
dc.titleMoving students to read: Unpacking the relationship with reflective and integrative learning
dc.typePresentation

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