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ERIC Number: ED447838
Record Type: Non-Journal
Publication Date: 2000-May-23
Pages: 45
Abstractor: N/A
Reference Count: N/A
Motivational Aspects of Reading and Its Measurement in Community College Students. AIR 2000 Annual Forum Paper.
Crane, Laura R.; Gustafson, Jean-Louise; Poziemski, Christine
This paper describes the development of a survey instrument to measure motivational aspects of reading and the use of reading strategies. The 28-item reading survey measured three factors: value, self-concept, and reading strategies. Factor analyses were run to confirm the existence of the three factors. The reading survey was administered to all developmental reading and English students and to students enrolled in freshman-level English classes at the beginning of the fall 1999 semester at William Rainey Harper College (Illinois). Results indicated that students with developmental-level course placements had lower mean scores on all three scales than students placed in college-level courses. Additionally, there was a slight, but significant, positive correlation between reading survey scale scores and the COMPASS reading and writing subtest scores. Another interesting finding was the difference among value scale scores for first-time students and continuing-college students. First-time students tended to value reading less than more experienced college students. There were gender and ethnic mean differences on the reading scales. There were also ethnic differences, but they were not straightforward. There was evidence that students who obtained higher grades valued reading more as measured by the scale. By the end of the fall semester, students in reading courses had attained scores no different from scores of students in English courses who had not been required to take a reading course. The 36 survey questions, from which the final 28 questions were selected through the factor analysis, are presented. (Contains 19 references.) (VWC)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A