The Relationships of Extrinsic Reward Experiences, Reward Attributions, Reading Motivation, and Reading Behavior among Elementary School Students

• Main Authors: Jen-Rung Wu, 吳貞蓉
• Other Authors: none
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/35434289002319651115

碩士 === 國立屏東教育大學 === 教育心理與輔導學系 === 96 === The purpose of this study was to explore the relationships of elementary school students’ background variables (i.e. gender, grade), extrinsic reward experiences, reward attributions, reading motivation, and reading behavior. The survey participants were 722 2nd, 4th, and 6th graders from 5 elementary schools in Kaohsiung City, Kaohsiung County, and Pingtung County. The instruments were the “Elementary School Students’Reward Experience and Cognition Questionnaire”and the “Elementary School Students’Reading Motivation and Reading Behavior Questionnaire”. By performing descriptive statistics, t-test, one way analysis of variance, and multiple regression, it revealed the results as follows: 1. Elementary school students had few extrinsic reward experiences. The effort attribution was the most frequent reward attribution. 2. Elementary school students had positive reading motivation and reading behavior. 3. Different gender/grade Students had different extrinsic reward experiences. 4. Different gender/grade Students had different reward attributions. 5. Different gender/grade Students had different reading motivation and reading behavior. 6. Gender, grade, extrinsic reward experiences, and reward attributions could predict reading motivation. 7. Gender, grade, extrinsic reward experiences, reward attributions, and reading motivation could predict reading behavior. Finally, based on the results, it provided suggestions for reward practices and further studies.