Browsing by Subject "lukumotivaatio"

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  • Meriläinen, Elina (Helsingin yliopisto, 2020)
    Aims. Accoring to the Self-Determination Theory all human beings have fundamental psychological needs to be competent, autonomous, and related to others. Satisfying all these basic needs is essential to motivation and also affects the psychological well-being of people. The concept of motivation can be examined also from the perspective of social psychology and cognitive science. Combining several theoretical models enables a more in-depth analysis of the phenomenon. This study focuses on reading motivation. The first research question of this thesis is, how much autonomy Finnish primary school teachers provided their pupils when choosing the latest novel to be read in class.Teachers’ arguments for using this particular way of choosing the book will be analyzed in the second research question. The aim was to find out what kind of thoughts about motivation guide teachers’ pedagogical choices when teaching literature. Additionally, the aim was to find out if all the psychological needs were mentioned equally when the term motivation was used in an answer or was one of them highlighted more than the others? Methods. This study is a part of the Lukuklaani research project and it’s data was collected by an online survey in Finnish primary schools during November-December 2017. The total number of answers was 885. This thesis is based on two questions from the questionnaire. One of the questions was closed and the other question was open. The data of this study includes only the Finnish-speaking answers from the research project schools and sample schools. The research method was theory driven analysis, which was based on the quantitative data of the first research question. As a qualitative research the corpus was wide including 583 answers. Results and conclusions. Teachers’ arguments hold a lot of understanding of motivational psychology. Also the fundamental psychological needs of The Self-Determination Theory appear widely in the whole data. Interestingly, the concept of autonomy appeared more than the other aspects of the SDT when teachers were referring to motivation in their answers. According to this study it is relevant to consider how the term motivation differs from the terms of enthusiasm or interest in teachers’ minds.
  • Rulja, Piatta (Helsingin yliopisto, 2017)
    Tutkin pro gradussani, millainen suhde helsinkiläisillä yhdeksäsluokkalaisilla on kaunokirjallisuuteen. Selvitän, kuinka mieluisaksi ja tarpeelliseksi nuoret kokevat lukemisen, mitkä syyt mahdollisesti vaikuttavat tähän kokemukseen ja miten tuo kokemus puolestaan suhteutuu heidän sitoutuneisuuteensa kaunokirjallisuuden lukijoina. Tutkimusaineisto koostuu kyselytutkimuksella 2013–2014 ja 2016 kerätyistä näytteistä, joissa 226 helsinkiläistä yhdeksäsluokkalaista kertoo suhteestaan kaunokirjallisuuteen. Tutkimusote on sekä määrällinen että laadullinen: määrällinen analyysi on tehty SPSS-ohjelmiston avulla, ja laadullisessa analyysissa tuodaan kuuluville runsaiden esimerkkien muodossa nuorten oma ääni. Koska aineisto koostuu otoksen sijaan näytteistä, työn tuloksia ei voi suoraviivaisesti yleistää koskemaan kaikkia Helsingin yhdeksäsluokkalaisia, vaan ne pitää pikemminkin tulkita suuntaa antavina. Tutkimuksessani jaan nuoret lukemisen määrän, omaehtoisen lukemisen määrän ja lukemisen arvostamisen pohjalta viiteen erilaiseen, tilastollisesti merkitsevästi toisistaan eroavaan ryhmään. Nämä ryhmät ovat kaunokirjallisuuden lukemiseen sitoutuneet (22 % nuorista), melko sitoutuneet (29 %), lukemista arvostavat mutta hyvin heikosti sitoutuneet (22 %), omaehtoiset mutta hyvin heikosti sitoutuneet (11 %) ja sitoutumattomat (16 %). Tutkimuksen mukaan vaikuttaisi siltä, että sitoutuneisuus kaunokirjallisuuden lukemiseen on yhteydessä sekä lukunautintoon että lukemisen koettuun hyödyllisyyteen. Esimerkiksi lukemiseen sitoutuneista nuorista valtaosa (98 %) viittaa oma-aloitteisesti avointen kysymysten vastauksissa nautintoon, rentoutumiseen, eskapismiin ja/tai lukemiseen hyvänä ajanviettotapana, kun sitoutumattomista näihin viittaa noin joka kymmenes (11 %). Kaikista tutkimukseeni osallistuneista nuorista kolmasosa (33 %) saa lukemisesta nautintoa aina tai lähes aina, lähes kaksi viidesosaa (37 %) usein tai välillä ja joka neljäs (25 %) harvoin, jos koskaan. Pojista 15 % ja tytöistä 2 % kertoo, ettei ole koskaan nauttinut lukemisesta. Aineistossa nimetään 831 kertaa jokin kaunokirjallisuuden lukemiseen liittyvä hyöty. Mitä sitoutuneempi nuori on kaunokirjallisuuden lukemiseen, sitä useampia eri hyötyjä hän mainitsee avointen kysymysten vastauksissa: oletettavasti sitoutumattomien keskuudessa vallitsee jäsentymättömämpi kuva kaunokirjallisuuden hyödyistä kuin lukemiseen sitoutuneiden tai melko sitoutuneiden keskuudessa. Lukemiseen sitoutumattomat nuoret eivät myöskään pääosin tunnusta tai tunnista itse lukemisprosessista pitkän ajan kuluessa kumuloituvia hyötyjä. Kaikkien vastaajien useimmin mainitsemat kaunokirjallisuuden lukemisen hyödyt koskevat lukemisen sivistävää vaikutusta, kykyä kasvattaa ymmärrystä ja/tai muuttaa maailmankuvaa sekä kykyä kehittää mielikuvitusta. Harvoin mainittuja hyötyjä ovat esimerkiksi empatiakyvyn (4 % mainitsee), kriittisyyden (1 %) ja keskittymiskyvyn (2 %) kehittyminen.
  • Savinainen, Anna (Helsingin yliopisto, 2019)
    The importance of high reading literacy is well known: it can be seen as the basis for learning, and reading literacy affects ones life for long after primary school. Worry about the loss of Finnish peoples reading literacy and motivation to read has been a topic of much conversation in the media. Latest PISA-scores indicate that the difference in reading literacy between genders as well as good and weaker readers is growing. Previous studies have shown that reading motivation is strongly linked to how much children read during their free time. According to studies self-motivated reading correlates to better reading literacy. In this study I will investigate primary school teachers perceptions of childrens reading literacy and motivation to read. I looked at teachers perceptions of childrens reading literacy today, challenges in reading, attitudes towards reading and differences in gender in reading and reading literacy. I clarified the factors which teachers believe affect childrens development in reading literacy. Furthermore I wanted to clarify how reading motivation appears in children and what role motivation has on reading literacys development. The study was conducted as a qualitative case study. The case consisted of 3 primary school teachers of a school in Espoo. Research material was collected through theme interviews and was analyzed through theory-driven content analysis. The results showed that teachers believe childrens reading literacy today varies widely, which brings challenges to teaching. Another challenge teachers face is finding enjoyable reading material and a general lack of interest towards reading. On the other hand, teachers at this particular school in Espoo did not perceive gender differences in literacy and reading ability to be present as strongly as previous studies have shown. The teachers had however noticed that girls in general read more during their free time than boys. Teachers believe that the support of the school and family play a strong role in the development of reading literacy. Teachers also believe that reading experiences in early childhood influenced reading motivation, which in turn is related to self-motivated reading. Commitment to reading was seen as a vital factor in developing reading literacy and in turn affecting success at school. In summary, according to teachers understanding, reading literacy, reading motivation, and self- motivated reading are strongly correlated and supporting of each other.
  • Parekh, Nirali (Helsingfors universitet, 2017)
    The purpose of this study is to describe and compare the leisure reading habits of sixth grade students from a Finnish elementary school and fifth grade students from the Finnish-speaking departments of two European Schools. This study brings to light some of the reasons why some students read fiction during their leisure time and why some don't. The results of this study are compared with two theories: Appleyard's (1990) theory of developing as a reader of fiction and the extensive work with the leisure reading habits of Finnish school children of Saarinen and Korkiakangas (1997; 2009). The research data consists of questionnaires filled out by three different sixth grade classes from one school in the capital area of Finland during the spring of 2015 and Finnish-speaking fifth grade students from two European schools during the winter of 2016. The data analysis was performed using statistical methods. The answers to the questionnaire were used to determine the students' general attitude towards reading. The reasons for why some students read and why some students don't were also investigated. More specific information on what kind of literature the students read was gathered by determining the relative popularity of different genres of literature among the students. Students were also asked to give concrete examples of their favorite books, magazines and other literature. Many of the books the students read were similar to Appleyard's theory of what the typical reader who identifies with fictional characters reads. The main reason why some students didn't read was that they didn't have enough time. Lack of time was usually due to a large amount of school work or various time-consuming hobbies. The results of this study should be considered in relation to how the functions of reading and a child's need to identify with fictional characters can be taken into account when improving literary education in primary schools. Literary education and reading in school are particularly important to the students who have no motivation to read and to those who, despite their enthusiasm for reading, do not have the time to read in their leisure time.
  • Laukkanen, Annika (Helsingin yliopisto, 2019)
    Aims. The decline in reading skills and reading habits of Finnish children and adolescents has been a concern in Finnish society. The decline in reading skills has been noticed in PISA-surveys. It is worrying that particularly the number of adolescents with poor reading skills has been increasing. Previous research has shown that reading skills correlate with reading motivation and reading habits. The aim of this study was to investigate how a classroom teacher can promote children’s reading motivation. Also the aim was to examine the ways in which reading is displayed in learning environment and in what ways does the teacher use materials received from Lukuklaani research project. This study creates an in-depth look at one classroom teacher and examines the ways how that teacher promotes children’s reading motivation. Methods. This study was conducted as a qualitative case study as part of Lukuklaani research project. The participant was a fourth-grade teacher who is experienced, thinks reading is important, is interested in motivating children to read and tries to promote reading motivation by using different methods. The data of this study was collected by interviewing and observing the teacher and taking photographs of school environment. The data was collected during two days in spring semester of 2019. Theory-based content analysis was used to analyse the data. The theoretical framework used in this study consisted of motivation studies and self-determination theory. Results and conclusions. This study showed that the teacher in this study used diverse methods to promote children’s reading motivation. The used methods satisfied basic human needs presented in self-determination theory. There were many different reading-related things displayed in school environment. Books received from Lukuklaani-project were available for students to read and teachers had also created different tasks and assignments related to those books. A guide to reading circles that was received from Lukuklaani was little used. Based on this study teacher can promote children’s reading motivation by being a model of a reader, supporting children’s reading skill development, providing children chances to make their own choices and organizing social activities related to reading.
  • Ylämäki, Laura (Helsingin yliopisto, 2019)
    For years there has been concern for children who are reading less in their spare time and whose reading skills are worsening. Earlier research has proven that reading groups can have positive effects for classroom climate, reading motivation and pupils to become a lifelong readers. Social interaction and pupils’ own choices support children’s reading motivation. The most common definition for reading group is that small group of students reads a book, plan timetable for their reading and discuss about the book together. In this study the aim was to find out how pupils define reading group, what they think about it and how reading group can support pupils’ reading motivation. Study gives the voice for pupils and provides valuable information about reading groups that have not been studied a lot before in Finland. This thesis is part of Lukuklaani research project which is funded by Suomen kulttuurirahasto and Kopiosto. Participants of this study included 37 pupils from fifth and sixth grade. They participated Lukuklaani’s ’Narrit’ reading group for three weeks in 2019. Data of this study was collected with online survey in the beginning and in the end of the reading group. The survey provided data about pupils’ reading habits and thoughts about different parts of reading group. Also 12 students were interviewed in groups of four. Data analysis method was qualitative content analysis. Earlier research supported results while they were analysed. The pupils in this study had positive thoughts about reading group and reading already in the beginning of the study. Students liked working with the group and choosing books by themselves. Group and book choices supported reading in the reading group. Pupils wanted to have reading group also the next time when they read a book at school because in reading group pupils got to discuss with others. They also thought that it was a nice learning method. This study shows that reading group can motivate pupils to read if the book choices are succesful and working in the group goes without problems.