Reading Motivation in Rural Areas Based on School Type and Gender
DOI:
https://doi.org/10.53449/ije.v6i2.275Keywords:
gender, private schools, public schools, reading motivation ruralAbstract
Recently, no research was found to differentiate reading motivation, but focused on reading interest so the aim of this research was to look at differences in students' reading motivation based on school type and gender, because these two things are issues that are rarely analyzed. There are two hypotheses proposed, namely (H1) There are differences in reading motivation based on gender (H2) There are differences in reading motivation based on school type. Samples were taken by strata and data using a reading motivation scale, which will then be analyzed using a t-test. The results of this study explain that there are no differences in rural students' reading motivation based on their gender, meaning that this study rejects the first alternative hypothesis. However, we accept the second alternative hypothesis because it proves that there are differences in reading motivation based on school type. The impacts and recommendations are explained later in this research.
Downloads
References
Alpian, V. S., & Yatri, I. (2022). Analisis Kemampuan Membaca Permulaan dan Kesulitan yang Dihadapi Siswa Sekolah Dasar [Analysis of Beginning Reading Ability and Difficulties Faced by Elementary School Students]. Edukatif: Jurnal Ilmu Pendidikan, 4(4), 5573–5581. https://edukatif.org/index.php/edukatif/article/view/3298
APA. (2015). Dictionary of Psychology. In G. R. VandenBos (Ed.), American Psychological Association (2nd ed.). American Psychological Association. https://doi.org/http://dx.doi.org/10.1037/14646-000
Arango, P. (2018). Motivation: Introduction to the theory, concepts, and research. In P. O. García & P. B. Lind (Eds.), Reading achievement and motivation in boys and girls field studies and methodological approaches (pp. 1–30). Switzerland: Springer. https://doi.org/https://doi.org/10.1007/978-3-319-75948-7
Barber, A. T., & Klauda, S. L. (2020). How Reading Motivation and Engagement Enable Reading Achievement: Policy Implications. Policy Insights from the Behavioral and Brain Sciences, 7(1), 27–34. https://doi.org/10.1177/2372732219893385
Boerma, I. E., Mol, S. E., & Jolles, J. (2016). Teacher perceptions affect boys’ and girls’ reading motivation differently. Reading Psychology, 37(4), 547–569. https://doi.org/10.1080/02702711.2015.1072608
Castillo, W. (2023). Do elementary students reading motivation levels differ by racial/ethnic and/or immigrant background? Journal of Latinos and Education, 22(2), 669–680. https://doi.org/10.1080/15348431.2020.1805615
DiffSense. (2023). The difference between motive and reason. DiffSense. https://diffsense.com/diff/motive/reason
Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). Pearson Education Limited. London: Routledge. https://doi.org/https://doi.org/10.4324/9781315833750
Gilson, C. M., Beach, K. D., & Cleaver, S. L. (2018). Reading motivation of adolescent struggling readers receiving general education support. Reading & Writing Quarterly, 34(6), 505–522. https://doi.org/10.1080/10573569.2018.1490672
Kambara, H., & Lin, Y. C. (2021). Differences in reading motivation between American and Japanese students. Journal of Literacy Research, 53(3), 361–381. https://doi.org/10.1177/1086296X211030455
Liman Kaban, A., & Karadeniz, S. (2021). Children’s reading comprehension and motivation on screen versus on paper. SAGE Open, 11(1), 2158244020988849. https://doi.org/10.1177/2158244020988849
Lubis, S. H. H., Pangaribuan, W., Ahmad, S. T., & Arif, S. (2022). Kebijakan pemerataan dan perluasan akses pendidikan dan dampaknya terhadap sekolah swasta [Policies for equal distribution and expansion of access to education and their impact on private schools]. Syntax Literate: Jurnal Ilmiah Indonesia, 6(7), 6172–6182.
Ormrod, J. E., Anderman, E. M., & Anderman, L. H. (2020). Educational psychology developing learners (10th ed.). US: Pearson Education, Inc.
Quirk, M., Swami, S., Loera, G., & Garcia, S. (2020). Latinx Adolescents’ reading motivation profiles and associations with higher education aspirations. Literacy Research and Instruction, 59(3), 218–239. https://doi.org/10.1080/19388071.2020.1752862
Ryan, R. M., & Deci, E. L. (2000a). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67. https://doi.org/https://doi.org/10.1006/ceps.1999.1020
Ryan, R. M., & Deci, E. L. (2000b). Self-Determination Theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/:10.1037/0003-066X.55.1.68
Saragih, A., & Widayat, I. W. (2020). Metode fonik dan proximal self motivation untuk meningkatkan kemampuan membaca [Phonics and proximal self motivation methods to improve reading ability]. Psikostudia: Jurnal Psikologi, 9(1), 26. https://doi.org/10.30872/psikostudia.v9i1.3589
Schiefele, U., & Schaffner, E. (2016). Factorial and construct validity of a new instrument for the assessment of reading motivation. Reading Research Quarterly, 51(2), 221–237. https://doi.org/10.1002/rrq.134
Son, S. H. C., Baroody, A. E., & Opatz, M. O. (2023). Measuring preschool children’s engagement behaviors during classroom shared reading: Construct and concurrent validity of the shared reading engagement rating scale. Early Childhood Research Quarterly, 64, 47–60. https://doi.org/https://doi.org/10.1016/j.ecresq.2023.02.001
Tampubolon, A. C., & Kusuma, H. E. (2017). Effects of reading motivation and perceived quality of the reading space on students’ affective responses. Journal of Asian Architecture and Building Engineering, 16(3), 559–563. https://doi.org/10.3130/jaabe.16.559
Van Der Bolt, L., & Tellegen, S. (1996). Sex differences in intrinsic reading motivation and emotional reading experience. Imagination, Cognition and Personality, 15(4), 337–349. https://doi.org/10.2190/KERY-J7H7-HWYL-GJ8C
Wigfield, A. (1997). Reading motivation: A domain-specific approach to motivation. Educational Psychologist, 32(2), 59–68. https://doi.org/10.1207/s15326985ep3202_1
Wigfield, A., & Guthrie, J. T. (1997). Relations of children’s motivation for reading to the amount and breadth or their reading. Journal of Educational Psychology, 89(3), 420–432. https://doi.org/10.1037//0022-0663.89.3.420
Woolfolk, A. (2016). Educational psychology (13th ed.). London: Pearson Education Limited.
Xia, T., Gu, H., & Li, W. (2019). Effect of parents’ encouragement on reading motivation: The mediating effect of reading self-concept and the moderating effect of gender. Frontiers in Psychology, 10(MAR). https://doi.org/10.3389/fpsyg.2019.00609
Yanti, R., Prihatin, T., & Khumaedi, K. (2021). Analisis Kemampuan Literasi Sains Ditinjau Dari Kebiasaan Membaca, Motivasi Belajar Dan Prestasi Belajar [Analysis of Scientific Literacy Ability in View of Reading Habits, Learning Motivation and Learning Achievement]. INKUIRI: Jurnal Pendidikan IPA, 9(2), 156. https://doi.org/10.20961/inkuiri.v9i2.27422
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Interdisciplinary Journal of Education
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
