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Reading and Writing

, Volume 27, Issue 9, pp 1547–1565 | Cite as

The role of teacher behavior in adolescents’ intrinsic reading motivation

  • Jessie De NaeghelEmail author
  • Martin Valcke
  • Inge De Meyer
  • Nele Warlop
  • Johan van Braak
  • Hilde Van Keer
Article

Abstract

Given the weak intrinsic reading motivation of many adolescents on the one hand and the importance of this type of motivation for reading competence on the other hand, the aim of the present study is to identify the related role of teacher behavior. To pursue this aim, a secondary analysis was carried out on PISA 2009 data. More particularly, data of a subsample of 4,269 Flemish 15-year olds were examined by means of multilevel modeling. In line with self-determination theory, the results provide evidence for the significance of perceived autonomy-supportive, structured, and involved teacher behavior. Teacher involvement was most strongly associated with adolescents’ intrinsic reading motivation. Further, students’ perception of teachers’ autonomy support was particularly related to girls’ intrinsic reading motivation.

Keywords

Intrinsic reading motivation Reading literacy Teacher behavior Self-determination theory 

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Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  • Jessie De Naeghel
    • 1
  • Martin Valcke
    • 1
  • Inge De Meyer
    • 1
  • Nele Warlop
    • 1
  • Johan van Braak
    • 1
  • Hilde Van Keer
    • 1
  1. 1.Department of Educational StudiesGhent UniversityGhentBelgium

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