When to Scaffold Motivational Self-Regulation Strategies for High School Students' Science Text Comprehension.

Tova Michalsky

doi:10.3389/fpsyg.2021.658027

Abstract

Noting the important role of motivation in science students' reading comprehension, this 14-weeks quasi-experiment investigated the optimal timing for implementation of metamotivational scaffolding for self-regulation of scientific text comprehension. The “IMPROVE” metamotivational self-regulatory model (Introducing new concepts, Metamotivation questioning, Practicing, Reviewing and reducing difficulties, Obtaining mastery, Verification, and Enrichment) was embedded at three different phases of secondary students' engagement with scientific texts and exercises (before, during, or after) to examine effects of timing on groups' science literacy and motivational regulation. Israeli 10th graders (N = 202) in eight science classrooms received the same scientific texts and reading comprehension exercises in four groups. Three treatment groups received metamotivational scaffolding before (n = 52), during (n = 50), or after text engagement (n = 54). The control group (n = 46) received standard instructional methods with no metamotivational scaffolding. Pretests and posttests assessed science literacy, domain-specific microbiology knowledge, and metamotivation regulation. Intergroup differences were non-significant at pretest but significant at posttest. The “before” group significantly outperformed all other groups. The “after” group significantly outperformed the “during” group, and the control group scored lowest. Outcomes suggested delivery of metamotivational scaffolding as a potentially important means for promoting students' science literacy and effortful perseverance with challenging science tasks, especially at the reflection-before-action stage for looking ahead and also at the reflection-on-action stage for looking back. More theoretical and practical implications of this preliminary study were discussed to meet the growing challenges in science teaching schoolwork.

Highlights

Reading comprehension of scientific texts is a well-recognized, powerful vehicle for engaging students’ minds and helping them construct scientific inquiry habits, reach a deep conceptual understanding, and attain science achievements (Graesser et al, 2002; Krajcik and Sutherland, 2010; Pearson et al, 2010; Yore and Tippett, 2014; van Rijk et al, 2017; Sason et al, 2020)
The Programme for International Student Assessment (PISA) defines science literacy as “the ability to engage with science-related issues, and with the ideas of science as a reflective citizen” (Organisation for Economic Co-operation Development, 2015a, p. 50)
This study focused on 10th graders because, during adolescence, students’ engagement in and motivation for reading decrease (Wigfield et al, 2016)

Summary

Introduction

Reading comprehension of scientific texts is a well-recognized, powerful vehicle for engaging students’ minds and helping them construct scientific inquiry habits, reach a deep conceptual understanding, and attain science achievements (Graesser et al, 2002; Krajcik and Sutherland, 2010; Pearson et al, 2010; Yore and Tippett, 2014; van Rijk et al, 2017; Sason et al, 2020). Metamotivation for Science Texts researchers have asserted that the mere provision of reading opportunities and strategies is often insufficient to effectively develop science literacy without explicit scaffolding to support readers’ self-regulated learning (Lai et al, 2014; Murphy et al, 2017). The Programme for International Student Assessment (PISA) defines science literacy as “the ability to engage with science-related issues, and with the ideas of science as a reflective citizen” The Programme for International Student Assessment (PISA) defines science literacy as “the ability to engage with science-related issues, and with the ideas of science as a reflective citizen” (Organisation for Economic Co-operation Development, 2015a, p. 50)

Results

Discussion

Conclusion