engleski

Developmental changes in motivation and reading strategy use in high school and university students

Strategic reading is a most important characteristic of expert readers and it is necessary for success at higher levels of education. Successful strategy use depends on students' motivational beliefs and structures. Achievement goals that guide behaviour, personal beliefs of control, and feelings of self-efficacy are accepted as motivational accompaniments of strategic reading. The aim of the present study was to examine developmental changes in perceived use of reading strategies and motivational beliefs in high school (N= 388) and university students (N=294). The students responded to a self-report questionnaire assessing goal orientation, control beliefs, perceived value of studying and self-efficacy, as well as the use of reading strategies. Results revealed that there is increase in the perceived value of studying, and decrease in perceived self-efficacy and control between high school and university. Performance goal orientation and especially work-avoidance orientation showed decrease during transition from high school to university while learning goal orientation showed increase during university. Perceived use of reading strategies showed increase during high school and remained stable during education at university. Cluster analysis showed similar pattern of goal orientation structure in high school and university students. Cluster 1, named performance orientation, included students with average or above average results on all three goal orientation scales, but with the highest result on performance goal orientation scale. Cluster 2, named learning orientation, included students with high result on learning scale, and low results on two other scales. Cluster 3, named work-avoidance orientation, included students with high result on work avoidance scale, and low results on two other scales. Students in Cluster 2 showed the highest while students in Cluster 3 showed the lowest perceived value of studying and perceived use of reading strategies. Obtained results showed that students' motivational structure is evidently related to perceived use of reading strategies in both samples.

goal orientation; reading strategies; value of studying; self-regulation; academic motivation

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