动机和认知策略对青少年数字阅读素养影响研究——基于510份问卷的模糊集定性比较分析

Research on the Influence of Motivation and Cognitive Strategies of Adolescents'Digital Reading Literacy:A Fuzzy Set Qualitative Comparative Analysis Based on 510 Questionnaires

为探究青少年数字阅读素养个体内在影响因素及其作用机理,文章在动机理论、认知理论等基础上,构建青少年数字阅读素养及其影响因素模型。运用模糊集定性比较分析法(fsQCA),基于510份调查问卷,分析时长投入、阅读内在动机、阅读外在动机、阅读策略、信息加工策略、自我效能感、元认知策略等前因变量的不同组合对青少年数字阅读素养的影响组态。结果表明,提升型条件组态有两类:时长投入和阅读认知策略共同主导型、元认知策略主导型。抑制型条件组态则表现为阅读动机和认知策略的全面缺失。其中,促进和抑制青少年数字阅读素养的组合呈不对称形态。研究结论在拓展青少年数字阅读素养相关理论的同时,也为政府、学校、图书馆等社会公共文化机构的青少年数字阅读素养教育提供实践参考。

In order to explore the individual intrinsic influencing factors and mechanism of action of adolescents'digital reading literacy,the article constructs a model of adolescents'digital reading literacy and its influences on the basis of motivation theory,cognitive theory and other theories.Using fuzzy set qualitative comparative analysis(fsQCA),based on 510 questionnaires,it analyzes the influence configurations of different combinations of antecedent variables,such as time investment,intrinsic motivation for reading,extrinsic motivation,reading strategies,information processing strategies,self-efficacy,and metacognitive strategies on adolescents'digital reading literacy.The study found that there were two types of enhancementtype conditioning organization:co-dominated by both time investment and reading cognitive strategy and dominated by metacognitive strategy.There was only one type of inhibitory conditional organization,which manifested itself as a total lack of reading motivation and cognitive strategies.Among them,the combinations of promoting and inhibiting adolescent digital reading literacy are in an asymmetric pattern.While expanding the theories related to adolescents'digital reading literacy,the findings of the study also provide practical references for the education of adolescents'digital reading literacy in governments,schools,libraries and other social and public cultural institutions.