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Effect of text choice on reading motivation and engagement and on cognitive abilities.

par Genucchi, Margaux ;Chetail, Fabienne
Référence Belgian Association of Psychological Sciences (BAPS) (27-28/05/2021: Louvain-La-Neuve)
Publication Publié, 2021-05-28

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Résumé :

Recently, it has been shown that several motivation constructs predict unique variance of academic achievement growth in students, even after controlling for intelligence and personality. Among them, autonomy explains a unique portion of variance in academic achievement. Here, we focused on reading motivation. In that case, autonomy is defined as the perception that one has on reading choices. We examined the effect of choice in text reading on habitual and situational recreational reading motivation and engagement, and on cognitive abilities (i.e., novel word learning and reading comprehension). Two groups of participants were asked to read a short story. Half of them chose between five short stories which one they wanted to read whereas half of them were assigned to a short story, without choice. Overall, we found no significant effect of text choice on motivational and cognitive variables. However, the data showed that the scores of habitual motivation were higher in students than in employees and retired people. Moreover, when participants were used to read informative books, they had a higher number of correct responses in semantic learning of new words. Furthermore, we found that narrative book reading seems to have a positive effect on the amount of print exposure in leisure time compared to informative and comics book reading. Finally, the participants who read the least in their leisure time seemed to be the ones who were the most motivated and engaged during the text reading of the experiment (especially on situational and habitual reading engagement measures).