High school students’ attentional stance, modes of reading engagement, and self-insight during literary reading

Grandits, Peter (avtor), Krek, Janez (avtor)

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

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