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High school students’ attentional stance, modes of reading engagement, and self-insight during literary reading
ID
Grandits, Peter
(
Avtor
),
ID
Krek, Janez
(
Avtor
)
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(446,58 KB)
MD5: A7952C77BEEE9197C591F8154E89BF88
URL - Izvorni URL, za dostop obiščite
https://l1research.org/article/view/485/435
Galerija slik
Izvleček
The primary aim of this study was to analyze the validity and reliability of an instrument capable of measuring high school students’ attentional stance, modes of reading engagement, and self-insight during literary reading. For this purpose, a self-report questionnaire was administered to high school students in three Austrian regions (N = 417). First, confirmatory factor analysis was conducted to test the validity and the reliability of the preconceived measurement model. Second, the interrelationships among the validated constructs were analyzed through structural equation modeling. The fit and the validity of the structural model were evaluated, and the mediating effect of expressive reading was tested. The study yielded an instrument with valid and reliable scores that assesses 9 dimensions of high school students’ reading experiences. The basic Kuiken-Douglas model (2017) on reading engagement and reading outcome could be replicated. Structural equation modeling indicated that high attentional focus negatively predicted expressive-experiential reading that in turn facilitated self-insight. This implies that students should be allowed leaky attention so that they can work with literary texts in a self-modifying way in literature education. Limitations are discussed.
Jezik:
Angleški jezik
Ključne besede:
literature education
,
attention
,
reading engagement
,
self-insight
,
structural equation modelling
Vrsta gradiva:
Članek v reviji
Tipologija:
1.01 - Izvirni znanstveni članek
Organizacija:
PEF - Pedagoška fakulteta
Status publikacije:
Objavljeno
Različica publikacije:
Objavljena publikacija
Leto izida:
2023
Št. strani:
Str. 1-28
Številčenje:
Vol. 23, (open iss.)
PID:
20.500.12556/RUL-149142
UDK:
373.5:028
ISSN pri članku:
Y510-1972
DOI:
10.21248/l1esll.2023.23.1.485
COBISS.SI-ID:
163108611
Avtorske pravice:
Podatek o avtorskih pravicah (licenca CC BY 4.0 Mednarodna) smo pridobili na pristajalni spletni strani članka.
Datum objave v RUL:
04.09.2023
Število ogledov:
778
Število prenosov:
38
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Objavi na:
Gradivo je del revije
Naslov:
L1 educational studies in languages and literature
Skrajšan naslov:
L1-ESLL
Založnik:
Association for Research in L1 Education (ARLE)
ISSN:
1573-1731
COBISS.SI-ID:
163032067
Licence
Licenca:
CC BY 4.0, Creative Commons Priznanje avtorstva 4.0 Mednarodna
Povezava:
http://creativecommons.org/licenses/by/4.0/deed.sl
Opis:
To je standardna licenca Creative Commons, ki daje uporabnikom največ možnosti za nadaljnjo uporabo dela, pri čemer morajo navesti avtorja.
Sekundarni jezik
Jezik:
Slovenski jezik
Ključne besede:
književna vzgoja
,
pozornost
,
bralni angažma
,
samopregled
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