Affirming and undermining motivations for reading and associations with reading comprehension, age and gender

Background: There has been an increasing interest in negative or ‘undermining’ motivations for reading. In this study, we aimed to strengthen knowledge on the validity of the distinction between affirming and undermining motivations. First, we examined whether the structure of a questionnaire based on this distinction could be confirmed. Second, we examined the predictive value of undermining motivations for reading comprehension. Third, we studied moderator effects of gender and age. Methods: We administered a reading motivation questionnaire and a reading comprehension test to 324 low-achieving adolescents. The questionnaire included items on affirming and undermining motivations for school and leisure time reading: intrinsic motivation and avoidance, self-efficacy and perceived difficulty. Results: Confirmatory factor analyses supported the assumed structure of the questionnaire. Undermining motivations, particularly perceived difficulty, explained unique variance in reading achievement. Gender and age did not moderate effects of motivational variables. Conclusions: Educators need to be aware of the role of undermining motivations. Future research should examine if interventions can lead to the reduction of such motivations

Making the difference with active parenting: Forming educational partnerships between parents and schools

Although parental involvement is often a priority on the quality agenda of schools for primary and secondary education, it is still not usual to involve parents as an educational partner in the actual learning process of their child. Rather than adopting an open approach, teachers tend to tell parents what they should do or keep them at a safe distance. At the same time, parents are increasingly becoming better informed, more critical and thus are more strongly positioned towards school. They address teachers more directly in case of problems or disappointing results of their child. Clearly, this might lead to a negative impact on the mutual relationship especially when parents’ emotional involvement conflicts with a professional and detached attitude of teachers. Based on the results of several studies that provide ample evidence that parental involvement in the learning process can improve learning outcomes, it is argued that there is much to be gained in forming educational partnerships between parents and schools. Different dimensions of active parenting are discussed, as well as prerequisites for successful implementation