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
Open accessAbstract
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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“Alternatively, at-risk status might impede the effects of ER because struggling readers are generally less prone to engage in reading (Schiefele et al., 2012;Toste et al., 2020) and might thus benefit less from ER.”
From Learning a Language Through Reading: A Meta-analysis of Studies on the Effects of Extensive Reading on Second and Foreign Language Learning (2025) · cites this paper as Toste et al., 2020
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Bureau, J. S., Howard, J. L., Chong, J. X. Y., & Guay, F. (2022) · Review of Educational Research · doi:10.3102/00346543211042426 · Cited by 414
“Recent meta-analyses have demonstrated that motivation types related differently to a wide range of outcomes across education and physical education fields of research (Howard et al., 2020; Howard et al., 2021; Toste et al., 2020; Vasconcellos et al., 2020).”
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COVID-19 Pandemic and Student Reading Achievement: Findings From a School Panel Study
Ludewig, U., Kleinkorres, R., Schaufelberger, R., Schlitter, T., Lorenz, R., König, C., Frey, A., & McElvany, N. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.876485 · Cited by 112
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Effectiveness of Interventions that Foster Reading Motivation: a Meta-analysis
van der Sande, L., van Steensel, R., Fikrat‐Wevers, S., & Arends, L. R. (2023) · Educational Psychology Review · doi:10.1007/s10648-023-09719-3 · Cited by 96
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)
- Venue
- Review of Educational Research
- Published
- 2020-05-13
- Volume
- 90
- Issue
- 3
- Pages
- 420-456
- ISSN
- 0034-6543 (ISSN-L)
- 1935-1046
- 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
- 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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