Abstract
Motivation is a vital element of reading success. However, motivation does not always occur organically; it often takes strategic mentoring for students to be inspired by the prospects of reading. Such mentoring can occur when students can begin to see teachers as fellow readers, and when educators can help students to develop their own, independent goals, passions, and reasons for reading. Based upon Bandura’s social cognitive theory (1997), this article focuses on what research says about the importance of reading motivation and self-efficacy. In addition, the author will give strategies to support student-and teacher-motivation.
Recommended Citation
Luther, Vicki L.
(2022)
"The Impacts of Self-Efficacy and Intrinsic Motivation: Mentoring Students to Be Motivated Readers,"
The Language and Literacy Spectrum: Vol. 32:
Iss.
1, Article 2.
Available at:
https://digitalcommons.buffalostate.edu/lls/vol32/iss1/2