ABSTRACT

This study employed the mixed method explanatory sequential design to investigate Japanese fourth grade students’ reading motivation. A total of 102 students first completed the Motivation for Reading Questionnaire (MRQ) to investigate the differences in reading motivation among different dimensions in three categories (Competence and Self-Efficacy, Goals for Reading, and Social Reasons for Reading). Then, all students were categorized into three groups: high, medium, and low. Four students from each motivation group were selected for semi-structured interviews to specify critical factors impacting their reading motivation. Both quantitative and qualitative results clearly indicate the cultural influence on students’ motivation to read, including collectivist culture and educators’ and parents’ reading beliefs. This research supports the view of sociocultural theories that an individual’s learning and development are closely tied to the social and cultural contexts in which the learner is situated.

摘要

本研究采用混合方法解释性顺序设计来调查日本四年级学生的阅读动机。总共102名学生首先完成了阅读动机调查表（MRQ），以调查三个维度（能力和自我效能，阅读目标和阅读社会原因）中不同维度之间阅读动机的差异。然后，将所有学生分为三组：高，中和低。从每个动机组中选出四名学生进行半结构化访谈，以指定影响他们阅读动机的关键因素。定量和定性的结果都清楚地表明了文化对学生阅读动机的影响，包括集体主义文化以及教育者和父母的阅读信念。