The DOI matches its Crossref record; 11 of the 11 references it cites were found in a registry or an index.
The relation between elementary students' recreational and academic reading motivation, reading frequency, engagement, and comprehension: A self-determination theory perspective.
Abstract
Research indicates the need to further examine the dimensions of reading motivation. A clear theoretical basis is necessary for conceptualizing reading motivation and considering contextual differences therein. The present study develops and validates the SRQ-Reading Motivation, a questionnaire measuring recreational and academic reading motivation based on self-determination theory. The study clarifies the relation among reading motivation, reading self-concept, reading behavior (i.e., engagement and frequency), and reading performance (i.e., comprehension). Participants included 1,260 Flemish fifth-grade students and their 67 teachers. Exploratory and confirmatory factor analyses indicated that both recreational and academic reading motivation comprise 2 factors: autonomous and controlled motivation. This factor structure was found to be invariant across boys and girls. Comparisons of the SRQ-Reading Motivation with subscales of the Motivation for Reading Questionnaire provide evidence for the construct validity of the instrument. Structural equation modeling confirmed that recreational autonomous reading motivation is associated with more positive reading behavior and better performance. In the academic setting, only the equivalent relationship between autonomous reading motivation and leisure-time reading frequency could be corroborated. In this respect, the results confirm the independent contribution of recreational autonomous reading motivation and reading self-concept to reading behavior and performance. No significant indirect relationship between reading motivation and reading comprehension through reading frequency or reading engagement was found. The theoretical and practical significance of the present study is discussed.
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Citations
Cites
Ryan, R. M., & Deci, E. L. (2000) · American Psychologist · doi:10.1037//0003-066x.55.1.68 · Cited by 54,599
The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior
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School Engagement: Potential of the Concept, State of the Evidence
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004) · Review of Educational Research · doi:10.3102/00346543074001059 · Cited by 12,581
Reporting Structural Equation Modeling and Confirmatory Factor Analysis Results: A Review
Schreiber, J. B., Nora, A., Stage, F. K., Barlow, E. A., & King, J. (2006) · The Journal of Educational Research · doi:10.3200/joer.99.6.323-338 · Cited by 6,937
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“In this respect affording choices, offering rationale, recognizing interests, and offering help and support are promising reading promotion strategies (Reeve, 2002; Skinner & Belmont, 1993).”
BackgroundPerceived locus of causality and internalization: Examining reasons for acting in two domains.
Ryan, R. M., & Connell, J. P. (1989) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.57.5.749 · Cited by 3,311
Enhancing Students' Engagement by Increasing Teachers' Autonomy Support
Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004) · Motivation and Emotion · doi:10.1023/b:moem.0000032312.95499.6f · Cited by 1,594
Why are you learning a second language? Motivational orientations and self-determination theory
Noels, K. A., Pelletier, L. G., Clément, R., & Vallerand, R. J. (2000) · Language Learning · doi:10.1111/0023-8333.00111 · Cited by 1,233 · cited 1×
“SDT serves as the theoretical basis for the present study, as it is a prominent motivation theory that has demonstrated its value in the field of education (e.g., Reeve, 2002; Vansteenkiste et al., 2006) and language learning (e.g., Noels et al., 2000).”
BackgroundMotivational profiles from a self-determination perspective: The quality of motivation matters.
Vansteenkiste, M., Sierens, E., Soenens, B., Luyckx, K., & Lens, W. (2009) · Journal of Educational Psychology · doi:10.1037/a0015083 · Cited by 1,226 · cited 1×
“Moreover, consistent with previous research showing that girls are more autonomously motivated for schooling in general (e.g., Vansteenkiste et al., 2009) and have a more favorable motivation to read in particular (e.g., Swalander & Taube, 2007; Wigfield & Guthrie, 1997), girls were expected to be…”
MethodSelf-citationPelletier, L. G., Fortier, M. S., Vallerand, R. J., & Brière, N. M. (2001) · Motivation and Emotion · doi:10.1023/a:1014805132406 · Cited by 958
Cited by
Motivation Terminology in Reading Research: A Conceptual Review
Conradi, K., Jang, B. G., & McKenna, M. C. (2014) · Educational Psychology Review · doi:10.1007/s10648-013-9245-z · Cited by 301
Ryan, R. M., Deci, E. L., & Vansteenkiste, M. (2016) · Developmental Psychopathology · doi:10.1002/9781119125556.devpsy109 · Cited by 299
Self-citationZaccoletti, S., Camacho, A., Correia, N., Aguiar, C., Mason, L., Alves, R. A., & Daniel, J. R. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.592670 · Cited by 209
Reading for pleasure: scrutinising the evidence base – benefits, tensions and recommendations
Cremin, T., & Scholes, L. (2024) · Language and Education · doi:10.1080/09500782.2024.2324948 · Cited by 59
Yu, S., & Levesque-Bristol, C. (2020) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2020.101857 · Cited by 58
Metadata
- Authors
- De Naeghel, J., Van Keer, H., Vansteenkiste, M., & Rosseel, Y.
- Venue
- Journal of Educational Psychology
- Published
- 2012-11
- Volume
- 104
- Issue
- 4
- Pages
- 1006-1021
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2059848506
- Cited by
- 312
- References
- 11
- FWCI
- 54.03
- Type
- journal article
- Language
- en
- Open access
- closed
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