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Cited by 270Reading and Literacy DevelopmentEducation, Achievement, and GiftednessLiteracy and Educational Practices

The DOI matches its Crossref record; 88 of the 88 references it cites were found in a registry or an index.

A Meta-Analytic Review of the Relations Between Motivation and Reading Achievement for K–12 Students

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Toste, Jessica R., Didion, Lisa, Peng, Peng, Filderman, Marissa J., McClelland, Amanda M.·2020·Review of Educational Research
DOI 10.3102/0034654320919352
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Abstract

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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Research works printed but not linked: 7

  1. Kaniuka T. S., 2010, Journal of Instructional Psychology, 37, 184
  2. Lipsey M. W., 2001, Applied social research methods series: Vol. 49. Practical meta-analysis
  3. Matthew K. I., 1996, Journal of Educational Multimedia and Hypermedia, 5, 379
  4. Nicholls J. G., 1984, Advances in motivation and achievement: Vol. 3. The development of achievement motivation, 185
  5. 10.1080/00461520.1991.9653133 · DOI · Paper page
  6. Weiner B., 2012, Human motivation
  7. What Works Clearinghouse, 2014, WWC procedures and standards handbook

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Metadata

Authors
Toste, J. R., Didion, L., Peng, P., Filderman, M. J., & McClelland, A. M.
Affiliations
  • The University of Texas at Austin (US)
  • University of Iowa (US)
ORCID
Venue
Review of Educational Research
Publisher
American Educational Research Association (AERA)
Published
2020-05-13
Volume
90
Issue
3
Pages
420-456
ISSN
  • 0034-6543 (ISSN-L)
  • 1935-1046
DOI
10.3102/0034654320919352
OpenAlex
W3024412491
Cited by
269
References
88
Citations by year
2026: 45 · 2025: 48 · 2024: 44 · 2023: 52 · 2022: 51 · 2021: 21 · 2020: 7
FWCI
49.46
Type
journal article
Language
en
Open access
Licence
Locations
Review of Educational Research (publishedVersion, cc-by-nc)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
  • Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
  • Social Sciences › Education › Literacy and Educational Practices
Keywords
reading motivation, reading achievement, K-12 students, bidirectional relationship, reading development, motivational processes, reading engagement

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