The majority of college students do not read assigned academic materials. This becomes a problem, as long-term mastery and performance outcomes decrease when students merely memorize
the material for a test. The goal of this randomized experimental study was to examine the effect of an instrumental statement (designed to help students see the value of reading an academic
article by connecting the value of the article to their assumed future goal of graduation) on academic reading engagement (i.e., participants choosing to read an academic article and passing
a comprehension quiz). Participants included 213 undergraduate students who were randomly assigned to either a treatment or control condition. Data were analyzed in a series of binary
logistic regression analyses. The intervention was found to successfully predict academic reading engagement (p < .05). Only participants with a high-connectedness score (of the four FTP
constructs) were found to predict academic reading engagement (p = .001). Together the intervention and high-connectedness score are statistically significant (p < .001) in predicting
academic reading engagement. Practical implications are discussed. / A Thesis submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Master of
Science. / Fall Semester, 2014. / November 7, 2014. / Academic Reading Motivation, Future Time Perspective, Instrumental Statement, Post Secondary Students, Randomized Control Trial, Reading Engagement / Includes bibliographical references. / Alysia D. Roehrig, Professor Directing Thesis; Jeannine Turner, Committee Member; Russell Almond, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_252843 |
| Contributors | Jakiel, Laura Marie (authoraut), Roehrig, Alysia D., 1975- (professor directing thesis), Turner, Jeannine Ellen (committee member), Almond G., Russell (committee member), Florida State University (degree granting institution), College of Education (degree granting college), Department of Educational Psychology and Learning Systems (degree granting department) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource (100 pages), computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
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