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ERIC Number: EJ931884
Record Type: Journal
Publication Date: 2011-Aug
Pages: 12
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1041-6080
How Motivational Constructs Interact to Predict Elementary Students' Reading Performance: Examples from Attitudes and Self-Concept in Reading
Park, Yonghan
Learning and Individual Differences, v21 n4 p347-358 Aug 2011
This study explored the factors underlying reading motivation measured in the Progress in International Reading Literacy Study (PIRLS) and investigated the relations between those motivational factors and reading performance using U.S. data from PIRLS 2006. A special focus was given to interacting relations between different motivational facets in their prediction of reading performance. First, results revealed that PIRLS reading motivation items clustered under two facets within each of the two dimensions: extrinsic vs. intrinsic motivation under the attitude dimension and self-referenced vs. peer-referenced perceived competence under the self-concept dimension. Second, different facets under the same motivational dimensions interacted with each other when predicting reading performance. Third, reading motivation was a strong predictor of reading performance even after controlling for other literacy-related variables. Results confirmed the multidimensional and multifaceted nature of reading motivation with emphasis on the predictive power of internally oriented motivation. Results also demonstrated that interacting relations among different motivational factors should not be neglected. (Contains 8 tables and 2 figures.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Progress in International Reading Literacy Study