NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1039071
Record Type: Journal
Publication Date: 2014-Mar
Pages: 31
Abstractor: As Provided
Reference Count: 70
ISSN: ISSN-0922-4777
Adolescents' Motivation for Reading: Group Differences and Relation to Standardized Achievement
Wolters, Christopher A.; Denton, Carolyn A.; York, Mary J.; Francis, David J.
Reading and Writing: An Interdisciplinary Journal, v27 n3 p503-533 Mar 2014
The purpose of this study was to extend the research on adolescents' motivation for reading by examining important group differences and the relation of motivation to standardized achievement. Adolescents (N = 406) ranging from grade 7 to grade 12 completed a self-report survey that assessed 13 different aspects of their reading motivation including multiple forms of expectancy beliefs, value, achievement goals, and social goals. Group comparisons indicated important differences between readers who had struggled and those who were more adequate readers, but relatively few differences based on gender or grade in school. Regression analysis showed that the motivational beliefs as a group, and perceived control individually, were able to predict students' performance on a standardized measure of reading comprehension.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305F100013