ERIC Number: EJ1036756
Record Type: Journal
Publication Date: 2014-Mar
Abstractor: As Provided
Reference Count: 180
Motivation Terminology in Reading Research: A Conceptual Review
Conradi, Kristin; Jang, Bong Gee; McKenna, Michael C.
Educational Psychology Review, v26 n1 p127-164 Mar 2014
Despite the importance of motivation in understanding the development and practices of reading, problems persist in how motivation-related constructs are defined and investigated. This article reports a concept analysis of how 12 terms have been used in current reading research. Selection criteria resulted in the identification of 92 data-based articles published in 28 peer-reviewed journals from 2003 to 2013. Over the period examined, there was a steady increase in the number of studies reported. Most were conducted in North America and Europe. Only 17% of the studies offered explicit definitions of the target constructs they examined. Another 64% relied on various forms of implicit definitions, and 19% provided no definitions of any kind. Usage problems frequently occurred as well. These included instances of vague associations among terms, occurring in 20% of the studies, synonymous reference to distinctly different constructs in 32%, and inaccurate statements made about constructs in 20%. Although a variety of motivation theories were used to ground the investigations, some 22% were essentially atheoretical. These difficulties were unrelated to the impact factor of the journals in which they appeared. Possible causes are discussed, together with suggestions for improvement.
Descriptors: Reading Research, Reading Motivation, Definitions, Language Usage, Selection Criteria, Correlation, Periodicals, Theories, Statistical Analysis, Literature Reviews
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Publication Type: Journal Articles; Reports - Research; Information Analyses
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