How Do Perceptions of Importance Support From a Reading Intervention Affect Students' Motivation, Engagement, and Comprehension?

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第一作者： Emily Q,Rosenzweig

第一单位： University of Wisconsin-Madison.

作者： Emily Q,Rosenzweig ^[1] ; Allan,Wigfield ^[2] ; Hanna,Gaspard ^[3] ; John T,Guthrie ^[2]

作者单位： University of Wisconsin-Madison. ^[1] University of Maryland. ^[2] Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Germany. ^[3]

关键词 Concept-Oriented Reading Instruction expectancy-value theory motivation intervention reading engagement reading motivation

DOI 10.1111/1467-9817.12243

PMID 30739963

发布时间 2020-09-30

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准确一般字义偏差语意偏离译文作用小提交

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Journal of research in reading

2018年41卷4期

625-641页

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How Do Perceptions of Importance Support From a Reading Intervention Affect Students' Motivation, Engagement, and Comprehension?

Journal of research in reading

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Journal of research in reading

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How Do Perceptions of Importance Support From a Reading Intervention Affect Students' Motivation, Engagement, and Comprehension?

Journal of research in reading

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Journal of research in reading

相关期刊

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