A major component of reading in subject areas is motivation to engage with text in different and specific ways. Yet, scant research captures fluctuations in adolescents’ daily reading motivation in subject areas or across diverse reading activities: important information for supporting discipline-specific reading performance. Thus, this study captures adolescents’ fluctuations in reading motivation within and across classroom environments and explores the ways in which teacher practices may bolster student motivation to read in content-area classrooms. This investigation followed 161 students in 6th through 8th grade in three underresourced middle schools in social studies, English language arts, science, and math classrooms (45 classes) with 14 content-area teachers, across multiple days of instruction. Multilevel modeling results show that capturing dynamic understandings of reading motivation—beyond commonly used context-neutral measures—provides unique insight about the flexibility of motivation to read and specifically how environmental factors can influence students’ ups and downs in their levels of reading motivation. Findings demonstrate that students’ fluctuations in reading motivation reflect the way in which students interact socially, personally, and materially with reading activities irrespective of the content area of classrooms. These findings provide guidance on how an interactive approach to reading motivation can be integrated into the motivation literature for improving instruction for adolescent readers and extends pedagogical and empirical research on supporting environmentally triggered reading motivations. (PsycINFO Database Record (c) 2020 APA, all rights reserved)

中文翻译：

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跨内容领域阅读的起伏：教学与阅读动机波动之间的关联。

学科领域阅读的一个主要组成部分是以不同和特定方式阅读文本的动机。然而，很少有研究捕捉到青少年在学科领域或不同阅读活动中日常阅读动机的波动：支持特定学科阅读表现的重要信息。因此，本研究捕捉了青少年在课堂环境内和跨课堂环境中阅读动机的波动，并探索了教师实践可能增强学生在内容区域课堂阅读动机的方式。这项调查对 161 名 6 至 8 年级学生在三所资源匮乏的中学进行社会研究、英语语言艺术、科学和数学课堂（45 个班级）和 14 名内容领域教师进行了为期多天的跟踪调查。多层次建模结果表明，捕捉对阅读动机的动态理解——超越常用的上下文中立措施——提供了关于阅读动机灵活性的独特见解，特别是环境因素如何影响学生阅读动机水平的起伏。研究结果表明，学生阅读动机的波动反映了学生在社交、个人和物质方面与阅读活动进行互动的方式，而与课堂的内容领域无关。这些发现为如何将阅读动机的互动方法整合到动机文献中以改善青少年读者的教学提供了指导，并扩展了支持环境触发阅读动机的教学和实证研究。