Unit:
Κατεύθυνση Εφαρμογές της Ψυχολογίας στη σχολική κοινότηταLibrary of the School of Philosophy
Supervisors info:
Δημητροπούλου Παναγιώτα, Επίκουρη Καθηγήτρια, Τμήμα Ψυχολογίας, Πανεπιστήμιο Κρήτης
Φιλιππάτου Διαμάντω, Επίκουρη Καθηγήτρια, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Πανεπιστήμιο Θεσσαλίας
Τάνταρος Σπυρίδωνας, Καθηγητής, Τμήμα Ψυχολογίας, Εθνικό Καποδιστριακό Πανεπιστήμιο Αθηνών,
Original Title:
Η Συμβολή των Ακαδημαϊκών Συναισθημάτων, των Κινήτρων και των Στρατηγικών Μάθησης στην Αναγνωστική Κατανόηση
Translated title:
The Contribution of Academic Emotions, Motivation and Learning Strategies to Reading Comprehension
Summary:
The aim of this research is to investigate the relationships between academic emotions, motivation and learning strategies in the reading comprehension of elementary school students. The research involved 296 students of the 5th and 6th grade of primary school attending schools in Athens. Children's reading comprehension has been evaluated in texts of increasing difficulty. In addition, the students completed self-report questionnaires evaluating (a) academic emotions emerging during reading (Peixoto et al., 2015), (b) reading motivation (MRQ - Wigfield & Gurthie, and (c) learning strategies applied by students (Gonida & Leontari, 2012). The results of the research showed that the academic emotions of pride - pleasure are positively linked to all dimensions of motivation and learning strategies. Gender differences were identified, with girls outperforming the boys in all the variables under consideration. Differences were also found in classroom terms, with 6th grade students reporting reduced motivation and reduced positive academic emotions in relation to 5th grade students, although they perform better in comprehension. The motivation of involvement was a significant positive predictive factor in reading comprehension of students in both classes. In 5th grade the negative academic emotions of anxiety - anger - hopelessness in the examination were the strongest negative predictive factor of reading comprehension. The findings of the research are expected to contribute to a better understanding of the psycho-emotional and cognitive factors that affect reading comprehension.
Main subject category:
Philosophy - Psychology
Keywords:
academic emotions, motivation, learning strategies, reading comprehension
Number of references:
281
File:
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Διπλωματική+Εργασία.Γρίβα+Ανθή.pdf
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