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ERIC Number: EJ860202
Record Type: Journal
Publication Date: 2009-Nov
Pages: 17
Abstractor: As Provided
Reference Count: 75
ISSN: ISSN-0141-0423
Reading Motivation, Perceptions of Reading Instruction and Reading Amount: A Comparison of Junior and Senior Secondary Students in Hong Kong
Lau, Kit-Ling
Journal of Research in Reading, v32 n4 p366-382 Nov 2009
This study examined the relations between students' reading motivation, perceptions of reading instruction and reading amount, together with grade differences, in a Chinese educational context. A total of 1,146 students from 19 secondary schools in Hong Kong voluntarily responded to a questionnaire that measured these three sets of variables. The study's findings indicated that students' intrinsic motivation was most strongly related to their reading amount. Students' perceptions of the reading instruction they received in their Chinese language class were significantly related to their reading motivation, but were only indirectly related to their reading amount, being mediated through reading motivation. Consistent with previous studies, significant grade differences were found in all types of reading motivation, students' perceptions of reading instruction and students' reading amount. The findings indicated that junior secondary students had better self-efficacy, intrinsic motivation, extrinsic motivation and social motivation than senior secondary students. The largest grade difference was in students' self-efficacy. Junior secondary students also perceived the reading instruction in their Chinese language class as more mastery-oriented and read more frequently than senior secondary students. The implications of these findings for understanding Chinese students' reading motivation and for planning effective reading instruction to enhance their motivation are discussed.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong