Motivation for the academic reading of future teachers

• Autor(a) principal: Santos Díaz, Inmaculada Clotilde
• Data de Publicação: 2021
• Outros Autores: Juárez Calvillo, María, Trigo Ibáñez, Ester
• Tipo de documento: Artigo
• Idioma: spa; eng; por
• Título da fonte: Educação & Formação (Fortaleza)
• Texto Completo: https://revistas.uece.br/index.php/redufor/article/view/3535
• topic: Motivação; Leitura académica; Educação; Formação; Professores; Educación; Motivation; Academic Reading; Education; Initial training; Teachers; Motivación; Lectura académica; Educación; Formación inicial; Profesorado; Educación

Reading plays an essential role in university education as an instrument for critical reflection and the development of specialized knowledge. For this reason, this work aims to know the motivation for the academic reading of 145 students of 4th of the Primary Education Degree of the University of Cádiz during the 2018/2019 academic year. The data was collected through a questionnaire about reading habits that included the Motivation Scale for Academic Reading (EMLA) (MUÑOZ; FERREIRA; SÁNCHEZ; SANTANDER, PÉREZ; VALENZUELA, 2012). The results show that, although almost half of the students affirm that they like to read, they state that they are not motivated by reading academic texts. Furthermore, the best rated component of the EMLA is profit, versus interest or importance. These findings invite the search for strategies to promote reading among university students in a comprehensive way from the different areas of knowledge.