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

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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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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: Toste, Jessica R.
Didion, Lisa
Peng, Peng
Filderman, Marissa J.
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: hybrid
doi.org
Licence: cc-by-nc
creativecommons.org/licenses/by-nc/4.0/ (unspecified)
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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A Meta-Analytic Review of the Relations Between Motivation and Reading Achievement for K–12 Students

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