The Problem of Reading Motivation Multidimensionality: Theoretical and Statistical Evaluation of a Reading Motivation Scale

Autor/inn/en	Jéldrez, Elvira; Cain, Kate; Silva, Macarena; Strasser, Katherine
Titel	The Problem of Reading Motivation Multidimensionality: Theoretical and Statistical Evaluation of a Reading Motivation Scale
Quelle	In: Reading Psychology, 44 (2023) 7, S.853-891 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jéldrez, Elvira) ORCID (Cain, Kate) ORCID (Silva, Macarena) ORCID (Strasser, Katherine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2023.2202175
Schlagwörter	Reading Motivation; Test Validity; Test Reliability; Factor Structure; Measures (Individuals); Elementary School Students; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Self Efficacy; Difficulty Level; Student Attitudes; Reading Attitudes + Suchen Sie Ihr Suchwort? Lesemotivation; Testvalidität; Testreliabilität; Faktorenstruktur; Messdaten; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Self-efficacy; Selbstwirksamkeit; Schwierigkeitsgrad; Schülerverhalten; Reading behavior; Rading behaviour; Leseverhalten
Abstract	Reading motivation is multidimensional and a critical contributor to students' reading comprehension skill. Its multidimensionality is problematic, as there is currently no consensus on the dimensions underlying reading motivation, which are being tested through a variety of instruments that lack statistical validation. Our goal was to discuss the structure, reliability, and validity of a reading motivation scale in relation to prior theoretical proposals. The scale considered four affirming and four undermining reading motivations and was tested with 172 students from 2nd to 6th grade. Its structure was assessed using CFA and EFA. A four-factor structure had the best fit for the data: (1) Reading value and intrinsic motivation; (2) reading devalue and avoidance; (3) perceived self-efficacy; and (4) perceived difficulty. The results supported some prior theoretical distinctions, but question the appropriateness of widely used scales and suggest the need for more research on the multidimensionality of reading motivation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01