The effects of reading motivation on reading comprehension difficulties in primary education students

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dc.catalogadoryvc
dc.contributor.advisorStrasser Salinas, Katherine
dc.contributor.authorJéldrez San Martin, Elvira
dc.contributor.otherPontificia Universidad Católica de Chile. Escuela de Psicología
dc.date2024-12-31
dc.date.accessioned2024-08-23T17:51:32Z
dc.date.issued2024
dc.date.updated2024-08-16T16:23:54Z
dc.descriptionTesis (Doctor en Psicología)--Pontificia Universidad Católica de Chile, 2024
dc.description.abstractReading comprehension is vital for academic success and active engagement in society. However, persistent challenges in reading comprehension have been observed across educational levels, underscoring the need for deeper research. While linguistic and cognitive components have been traditionally studied, the impact of motivational aspects on comprehension difficulties remains underexplored. This dissertation aimed to address this gap by investigating the effects of various dimensions of reading motivation on specific types of reading comprehension difficulties among Chilean Primary Education students. Adopting a mixed-methods approach, the research comprised three studies. Study 1 developed and tested a comprehensive reading motivation scale. Confirmatory and exploratory factor analyses validated the scale's structure and assessed its reliability. Study 2 explored the relationship between reading motivation dimensions and reading profiles (mixed deficit, poor decoders, poor comprehenders, and good readers). Cluster analysis identified distinct reading profiles, and multivariate analyses examined differences in motivation dimensions among these profiles. Study 3 employed qualitative methods to delve into students' perceptions of reading value and self-concept, particularly among those with reading difficulties. Students' reasons for engagement or disengagement with reading activities were explored through interviews. The participants were 172 students from 2nd to 6th grade from three public schools in Santiago. Quantitative assessments included reading comprehension, word reading, language comprehension, and a reading motivation questionnaire. Qualitative data was collected through interviews with a subsample of 75 students. Findings from this dissertation include differences in motivation between groups of readers, especially for undermining reading motivations and the distinction of readers’ self-concept and value. The studies offer insights into the nuanced relationship between reading motivation and comprehension difficulties and the need for further research on this population.
dc.description.funderANID/FONDECYT N° 1201529
dc.description.funderANID/PIA Basal Funds for Centers of Excellence No. FB0003
dc.description.funderPontificia Universidad Católica de Chile. Vicerrectoría de Investigaciones (VRI) financiamiento para apoyar Estudios de Doctorado
dc.description.version2024-12-31
dc.fechaingreso.objetodigital2024-08-16
dc.format.extent134 páginas
dc.fuente.origenAutoarchivo
dc.identifier.doi10.7764/tesisUC/PSI/87650
dc.identifier.urihttps://doi.org/10.7764/tesisUC/PSI/87650
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/87650
dc.information.autorucEscuela de Psicología; Jéldrez San Martin, Elvira; S/I; 171379
dc.information.autorucEscuela de Psicología; Strasser Salinas, Katherine; 0000-0003-2364-6798; 93094
dc.language.isoen
dc.nota.accesocontenido completo
dc.rightsacceso abierto
dc.rights.licenseCC BY NC SA Atribución-NoComercial-CompartirIgual Internacional 4.0
dc.rights.urihttps://creativecommons.org/licenses/by-nc-sa/4.0/deed.es
dc.subject.ddc150
dc.subject.deweyPsicologíaes_ES
dc.subject.ods04 Quality education
dc.subject.odspa04 Educación de calidad
dc.titleThe effects of reading motivation on reading comprehension difficulties in primary education students
dc.typetesis doctoral
sipa.codpersvinculados171379
sipa.codpersvinculados93094
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