Factorial and Construct Validity of a New Instrument for the Assessment of Reading Motivation

Autor/inn/en	Schiefele, Ulrich; Schaffner, Ellen
Titel	Factorial and Construct Validity of a New Instrument for the Assessment of Reading Motivation
Quelle	In: Reading Research Quarterly, 51 (2016) 2, S.221-237 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
Schlagwörter	Reading Motivation; Questionnaires; Test Construction; Test Validity; Grade 6; Grades (Scholastic); Student Participation; Competition; Social Influences; Emotional Response; Psychological Patterns; Qualitative Research; Factor Analysis; Factor Structure; Gender Differences; Reading Skills + Suchen Sie Ihr Suchwort? Lesemotivation; Fragebogen; Testaufbau; Testvalidität; School year 06; 6. Schuljahr; Schuljahr 06; Notenspiegel; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Wettkampf; Sozialer Einfluss; Emotionales Verhalten; Qualitative Forschung; Faktorenanalyse; Faktorenstruktur; Geschlechterkonflikt; Reading skill; Lesefertigkeit
Abstract	Reading motivation has been defined consistently as a multidimensional construct. However, there is some disagreement regarding the number and nature of the dimensions of reading motivation. In particular, there is a lack of studies investigating the dimensional structure and measurement invariance (e.g., across gender) of reading motivation questionnaires. Based on earlier instruments, qualitative findings referring to students' reasons for reading, and theoretical considerations, we developed the Reading Motivation Questionnaire (RMQ). A sample of 883 sixth-grade students was presented with 34 reading motivation items pertaining to seven dimensions. Five of these dimensions (i.e., curiosity, involvement, grades, competition, social recognition) referred to Wigfield and Guthrie's Motivations for Reading Questionnaire, whereas two dimensions (i.e., emotional regulation, relief from boredom) were based on recent qualitative findings. The results from confirmatory factor analyses supported the hypothesized factor structure. In addition, three higher order factors were identified: intrinsic, extrinsic, and regulatory reading motivation. Moreover, strict measurement invariance across female and male students and across groups with low versus high reading competence was established. Construct validity of the RMQ was supported by the contributions of the RMQ factors to reading amount, fluency, and comprehension and by the predicted gender differences in the dimensions of reading motivation. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01