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n Tydskrif vir Geesteswetenskappe - Wigfield en Guthrie se vir Afrikaanssprekende adolessente? : navorsings- en oorsigartikels

Volume 56 Number 3
  • ISSN : 0041-4751
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Abstract


Wigfield and Guthrie's () consists of 53 items and eleven reading motivation dimensions that can be used to compile a reading motivation profile of learners. Wigfield and Guthrie, internationally recognised reading motivation researchers, used the for different learner groups in different grades and countries to compile reading motivation profiles of learners. During 2012, the questionnaire was used for the first time in South Africa to compile the reading motivation profile of 806 Afrikaans-speaking grade 9 learners from different geographical areas within an education district. In order to compile the reading motivation profile of Afrikaans-speaking learners, the was translated. It was necessary to adapt some of the items of the for the context of Afrikaans speaking learners in mainstream schools. The analysed research results indicated that the could be interpreted as consisting of less than eleven reading motivation dimensions identified by Wigfield and Guthrie. Some of the items were interpreted as belonging to more than one of the eleven dimensions or to another dimension as being placed within the original . The question was posed as to whether the same reading motivation profile of a group learners can be obtained by using a more compact (fewer items and fewer reading motivation dimensions). In the current article the conclusion is drawn that the same reading motivation profile of the specified respondents can be obtained by using a more compact than the original .

Wigfield en Guthrie se () is 'n vraelys, bestaande uit 53 items en elf leesmotiveringsdimensies, deur middel waarvan 'n leesmotiveringsprofiel van 'n bepaalde groep leerders saamgestel kan word. Wigfield en Guthrie, wêreldbekende navorsers oor leesmotivering, het die verskeie kere vir leerdergroepe in verskillende grade en lande gebruik om leesmotiveringsprofiele van leerders aan die hand daarvan saam te stel. Gedurende 2012 is hierdie vraelys vir die eerste keer in Suid-Afrika gebruik om die leesmotiveringsprofiel van 806 Afrikaanssprekende graad 9-leerders uit verskillende geografiese gebiede van 'n onderwysdistrik saam te stel. Omdat die leesmotiveringsprofiel van spesifiek Afrikaanssprekende leerders vasgestel moes word, is die vertaal. By enkele items was dit nodig om dit vir die konteks van Afrikaanssprekende adolessente in hoofstroomskole aan te pas. Die 2012-studieresultate het daarop gedui dat die respondente die geïnterpreteer het as bestaande uit minder as die elf leesmotiveringsdimensies wat Wigfield en Guthrie geïdentifiseer het. Sekere van die items is geïnterpreteer as behorende tot meer as een van die elf dimensies, of as behorende tot 'n ander dimensie as dié waarin dit volgens die tuishoort. Dit het die vraag laat ontstaan of dieselfde leesmotiveringsprofiel van 'n groep leerders verkry kan word deur middel van 'n meer vaartbelynde (minder items en minder leesmotiveringsdimensies). In die huidige artikel is tot die slotsom gekom dat dieselfde leesmotiveringsprofiel van die betrokke respondente verkry kan word uit 'n meer vaartbelynde as uit die oorspronklike .

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/content/akgees/56/3/EJC194346
2016-09-01
2019-10-16

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