engleski

Motivation and reading strategy use in university students

Reading for university courses is demanding and requires use of sophisticated reading strategies. Successful strategy use depends on students' motivational beliefs and structures. Goals that guide plans and behavior, personal beliefs of control, and feelings of self-efficacy are accepted as motivational accompaniments of self-regulated learning. The aim of the present study was to examine relation between self-perceived use of reading strategy and motivational components in university students. The students responded to a self-report questionnaire assessing goal orientation, control beliefs, perceived value of studying and self-efficacy, as well as the use of reading strategies. Obtained results revealed that there is no clear goal orientation in students. The learning-orientation was predicted by value of studying. The work-avoidance orientation was negatively related to value of studying and students efforts. Use of reading strategies was positively related with learning-orientation and negatively related with work-avoidance orientation. A causal analysis was performed to examine the hypothetical structural model.

goal orientation; reading strategies; self-regulated reading

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