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Motivational determinants of reading comprehension: A comparison of French, Caucasian–American, and African–American adolescents
Author(s) -
KurtzCostes Beth,
Ehrlich MarieFrance,
McCall Rona J.,
Loridant Catherine
Publication year - 1995
Publication title -
applied cognitive psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.719
H-Index - 100
eISSN - 1099-0720
pISSN - 0888-4080
DOI - 10.1002/acp.2350090407
Subject(s) - psychology , metacognition , reading comprehension , generalizability theory , comprehension , reading (process) , attribution , developmental psychology , ethnic group , social psychology , cognition , linguistics , philosophy , neuroscience , sociology , anthropology
The relationships between adolescents' reading comprehension and their metacognitive knowledge and self‐system beliefs were studied in three groups of subjects: French nationals, Caucasian Americans, and African Americans. Subjects were tested on measures of reading comprehension, metacognitive knowledge about reading processes, attributional beliefs, and academic self‐concept. Correlation and regression analyses indicated cultural differences in the predictors of reading comprehension among the three groups. For French and Caucasian Americans, reading comprehension scores were related to metacognitive knowledge, academic self‐concept, and attributions of success to ability. However, metacognition and motivational beliefs were mostly unrelated to comprehension performance for African Americans. Results are discussed in terms of verification of a model of motivational influences on performance, of cultural and ethnic group differences in beliefs, and the implications for generalizability of research results.