Effects on affirming motivations were largest for teacher reports, but this rests on a single study¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q4
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i? Measurement type significantly moderated affirming-motivation effects, with teacher reports yielding the largest effects. → 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 on affirming motivations: teacher reports d = 1.53 (one study), self-reports d = 0.36 (k = 43), observations d = 0.31 (k = 6); Q(2) = 91.20***. Comprehension was measured by tests in all studies, so no such analysis was conducted for it.

"A significant effect of measurement type was found on affirming motivations, indicating that effects were largest for teacher reports, as compared to self-reports and observations."

Discussion¶

Related Claims¶

• Interventions delivered by researchers have larger effects on reading comprehension than interventions delivered by others, mostly teachers — 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
• Interventions that trigger interest have larger effects on affirming motivations and reading comprehension than interventions that do not — 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