This study was conducted to examine the roles of reading amount and reading strategy as mediators of the effects of intrinsic and extrinsic reading motivation on reading achievement. A sample of 522 ...7th–9th graders from two public schools in Eastern China participated in the study and completed the questionnaires. The confirmatory factor analyses showed that Curiosity, Involvement, and Challenge as dimensions of intrinsic reading motivation and Recognition, Grades, and Competition as dimensions of extrinsic reading motivation represented reading motivation well in this Chinese sample population. Structural equation modeling analyses showed that intrinsic reading motivation had a positive direct effect on reading achievement, whereas extrinsic reading motivation exerted a negative direct effect on reading achievement. Both intrinsic and extrinsic reading motivation positively predicted reading strategy; however, only intrinsic reading motivation was positively correlated with reading amount. Neither reading amount nor reading strategy mediated the effects of intrinsic and extrinsic reading motivation on reading achievement. The implications of these findings for literacy research and instruction are discussed.
The purposes of this research were to find out: (1) there was a correlation between students’ reading motivation and reading comprehension of students at eighth grade level in Palembang, (2) How much ...motivation contributed to reading comprehension of students at eighth grade level in Palembang. The population of this research was three private schools in Palembang (SMP Islam Az-Zahrah 1 Palembang, SMP IT Harapan Mulia Palembang, and SMP Tarbiyah Palembang) which consisted of two hundred ten students. And then, one hundred ten students were selected as the sample using the convenience sampling technique. The data were collected by using MRQ questionnaire by Wang and Guthrie (2004) and a reading comprehension test. Pearson Product Moment and regression analysis were used to determine the correlation and the contribution between the two variables. The result showed a correlation between reading motivation and reading comprehension with r (.257). Besides, there was also the contribution of reading motivation and reading comprehension with 6,6%. This research could have implications for English teachers, students, and subsequent researchers.
This paper presents the development and validation of the reading motivation questionnaire in an English as a foreign language context (RMQ‐EFL) with Chinese secondary students. Data were collected ...from a sample of 293 secondary students in grades 10–11. Exploratory and confirmatory factor analyses resulted in determination of five factors (i.e., reading efficacy, reading enjoyment, recognition, involvement, and compliance) with a strong psychometric basis. The significant correlations between these five RMQ‐EFL factors and students' learning strategies in reading and between the five RMQ‐EFL factors and students' English learning achievements further confirmed the concurrent and predictive validity of the RMQ‐EFL. In addition, this study found that there were no significant differences in students' EFL reading motivation across gender and grade levels. The RMQ‐EFL can be used both as an evaluation tool for teachers to assess students' EFL reading motivation, and as a research tool for researchers to explore the relationships between students' English reading motivation and their English reading behavior and performance or to assess the effectiveness of targeted reading motivation interventions.
In this study, we examined the associations of intrinsic (i.e., involvement-oriented) and extrinsic (i.e., competition-oriented) reading motivation with reading amount and reading comprehension (at ...the word, sentence, and text level) in a sample of second- and third-grade elementary students (N=1053). Cognitive ability and socioeconomic status were taken into account as control variables. Reading amount was assumed to mediate the relation between reading motivation and reading comprehension. Moreover, the potentially moderating role of gender was explored. Structural equation analyses revealed that involvement contributed significantly to reading comprehension, and this relationship was mediated through reading amount. Competition-oriented reading motivation was directly and negatively related with reading comprehension. The predictive contributions of reading motivation were confirmed in an alternative model with text-level comprehension as the dependent variable and both word- and sentence-level comprehension as additional predictors. Finally, gender did not moderate the obtained relations.
•Reading motivation and reading comprehension were examined in very young students.•Intrinsic reading motivation affected comprehension through reading amount.•Competition-oriented motivation was directly and negatively related with comprehension.•Controlling for cognitive ability and socioeconomic status did not alter the findings.•Gender did not moderate the obtained relations.
The present study aimed to investigate the cross-linguistic effect of L1 vocabulary, reading motivation and habits on L2 vocabulary, reading motivation and habits. In this respect, proposing a model, ...the study aims to contribute to foreign language education and research. The data was collected through vocabulary size tests, reading motivational scales, and reading habits questionnaires from 490 participants from four different state universities. The proposed model was analyzed with the PLSSEM technique as the complex theoretical model suggested. The results revealed that L1 vocabulary size and reading efficacy were the two predictors of L2 vocabulary size; however, L1 vocabulary size was the best predictor. Whereas L1 reading habits explained L1 vocabulary size, L2 reading habits did not predict L2 vocabulary size. Although participants' most highly endorsed reading motivational dispositions in L1 and L2 differed, only intrinsic reading motivation explained reading habits in L1 and L2. Moreover, L1 reading motivation and habits statistically significantly predicted L2 reading motivation and habits. In this respect, the study suggests that L1 vocabulary size and reading habits are essential in developing L2 vocabulary size and reading habits.
This study is a qualitative study which to know the problems of students’ reading motivation as an implication for reading instruction for improving reading comprehension. The instrument that had ...been used for this study is questionnaires and literature review was done to give solution for implication in the reading classroom based on theories. For 21 students in junior high school who have been distributed a questionnaire could be found that some students have some problems in reading efficacy and intrinsic motivation (reading work avoidance). Some solutions to solve students’ reading motivation are 1) Sociocultural environment is part of a solution in creating reading motivation in order peer influence happened on it. 2) By viewing locus of control, appropriate book and text determine the reading motivation of the students. 3) Furthermore, the students must be given the freedom to choose the kinds of text that they want to read. 4) reward and punishment can be applied on the reading class to invent students’ reading motivation 5) activating the school library can increase reading interest but must be accompanied by making several programs that support reading activities.
The purpose of this meta-analytic review was to investigate the relation between motivation and reading achievement among students in kindergarten through 12th grade. A comprehensive search of ...peer-reviewed published research resulted in 132 articles with 185 independent samples and 1,154 reported effect sizes (Pearson’s r). Results of our random-effects metaregression model indicate a significant, moderate relation between motivation and reading, r = .22, p < .001. Moderation analyses revealed that the motivation construct being measured influenced the relation between motivation and reading. There were no other significant moderating or interaction effects related to reading domain, sample type, or grade level. Evidence to support the bidirectional nature of the relation between motivation and reading was provided through longitudinal analyses, with findings suggesting that earlier reading is a stronger predictor of later motivation than motivation is of reading. Taken together, the findings from this meta-analysis provide a better understanding of how motivational processes relate to reading performance, which has important implications for developing effective instructional practices and fostering students’ active engagement in reading. Theoretical and practical implications of these findings for reading development are discussed.
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