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

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 compreh

SUBMITTER: Michalsky T 

PROVIDER: S-EPMC8160371 | biostudies-literature | 2021

REPOSITORIES: biostudies-literature