Interventions that trigger interest have larger effects on affirming motivations and reading comprehension than interventions that do not¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q4
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q4 i? Triggering interest was a significant positive moderator of effects on affirming motivations and reading comprehension. → van der Sande 2023
Evidence¶
van der Sande 2023¶
van der Sande, L., van Steensel, R., Fikrat-Wevers, S., & Arends, L. (2023). Effectiveness of Interventions that Foster Reading Motivation: a Meta-analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09719-3
q4 · i? · quant-synthesis · r2
Categorical moderator analysis (analog-to-the-ANOVA) on immediate post-tests. Interventions triggering interest (k = 29 motivation; k = 16 comprehension) showed d = 0.51 and d = 0.41 versus d = 0.21 and d = 0.13 for those not triggering interest; Q(1) = 5.85* and 4.75*.
"Interest was a significant positive moderator of affirming motivations and reading comprehension: interventions that triggered interest had larger effects on affirming motivations and reading comprehension than those that did not."
Discussion¶
Learner Variables¶
- Interest — moderator: an instructional effect differs with it
Related Claims¶
- Effects on affirming motivations and reading comprehension are trivial at delayed post-tests and do not significantly differ from immediate-posttest effects — related
- Interventions delivered by researchers have larger effects on reading comprehension than interventions delivered by others, mostly teachers — related
- Effects on reading comprehension are larger for primary schoolers than secondary schoolers and larger for typical readers than struggling readers, with no such differences for affirming motivations — related
- Effects on affirming motivations are larger when total intervention duration is longer and when the share of boys in the sample is higher — related
- Theory-based reading motivation interventions have a small significant positive effect on reading comprehension (d = 0.27) — a broader claim this one bears on
- Related decorative pictures do not increase triggered or maintained situational interest; in Experiment 2 they reduced maintained interest — related
- Programs focusing solely on motivation are equally effective in stimulating affirming motivations and reading comprehension as programs combining motivational support with skills instruction — related
- Effects on affirming motivations were largest for teacher reports, but this rests on a single study — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
interest-triggering-moderator |
title |
Interventions that trigger interest have larger effects on affirming motivations and reading comprehension than interventions that do not |
description |
Interventions that trigger interest have larger effects on affirming motivations and reading comprehension than interventions that do not |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2023 |
generated |
by process:wiki-ingest on 2026-10-19 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — van-der-sande-2023 |
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