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Skönlitterära minnen och läsmotivation : Perspektiv på hur gymnasieelevers läsmotivation kan förstås och förändras / Students memories of fictional reading and reading motivation

From the perspective of self-determination theory this studyexamines whether affective memories of fictional reading and early reading activities have an impact on the reading motivation in lateradolescence. This studyalso highlightsstudentssuggestions on how teachers can enhance reading motivation.We conducted a survey with studentsin upper secondary school. The results showsome correlations between affective memories and motivation. Studentswith negative memories of reading tend to be more amotivated orhave controlled motivationto read, whilst studentswith positive and neutral memories tend to have more autonomous motivation. The studyalso noticed a difference between reading attitudes,whether the reading takes place in school or in the studentsspare time. The students suggestions on how teachers can motivate them to read are mostly related to (1) their own choice of literature and (2) an accessible wide range of literature that appeals to their interests. Many students also wish for their teachers to engage more in their personal reading interests. Our study has shown that reading as an activity is very complex and that teachers have an opportunity to affect the reading motivation,regardless of what memories the students have

Identiferoai:union.ndltd.org:UPSALLA1/oai:DiVA.org:umu-179693
Date January 2021
CreatorsLundberg, Fanny, Granlöf, Linnéa
PublisherUmeå universitet, Institutionen för kultur- och medievetenskaper, Umeå universitet, Institutionen för kultur- och medievetenskaper
Source SetsDiVA Archive at Upsalla University
LanguageSwedish
Detected LanguageEnglish
TypeStudent thesis, info:eu-repo/semantics/bachelorThesis, text
Formatapplication/pdf
Rightsinfo:eu-repo/semantics/openAccess

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