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The problem of reading motivation multidimensionality: Theoretical and statistical evaluation of a reading motivation scale

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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The problem of reading motivation multidimensionality: Theoretical and statistical evaluation of a reading motivation scale. / Jeldrez, Elvira; Cain, Kate; Silva, Macarena et al.
In: Reading Psychology, Vol. 44, No. 7, 03.10.2023, p. 853-891.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Jeldrez, E, Cain, K, Silva, M & Strasser, K 2023, 'The problem of reading motivation multidimensionality: Theoretical and statistical evaluation of a reading motivation scale', Reading Psychology, vol. 44, no. 7, pp. 853-891. https://doi.org/10.1080/02702711.2023.2202175

APA

Jeldrez, E., Cain, K., Silva, M., & Strasser, K. (2023). The problem of reading motivation multidimensionality: Theoretical and statistical evaluation of a reading motivation scale. Reading Psychology, 44(7), 853-891. https://doi.org/10.1080/02702711.2023.2202175

Vancouver

Jeldrez E, Cain K, Silva M, Strasser K. The problem of reading motivation multidimensionality: Theoretical and statistical evaluation of a reading motivation scale. Reading Psychology. 2023 Oct 3;44(7):853-891. Epub 2023 Apr 20. doi: 10.1080/02702711.2023.2202175

Author

Jeldrez, Elvira ; Cain, Kate ; Silva, Macarena et al. / The problem of reading motivation multidimensionality : Theoretical and statistical evaluation of a reading motivation scale. In: Reading Psychology. 2023 ; Vol. 44, No. 7. pp. 853-891.

Bibtex

@article{acb051a7d87f4fa7be85fb17c4d660bf,
title = "The problem of reading motivation multidimensionality: Theoretical and statistical evaluation of a reading motivation scale",
abstract = "Reading motivation is multidimensional and a critical contributor to students{\textquoteright} reading comprehension skill. Its multidimensionality is problematic, as there is currently no consensus on the dimensions underlying reading motivation, which are being tested through a variety of instruments that lack statistical validation. Our goal was to discuss the structure, reliability, and validity of a reading motivation scale in relation to prior theoretical proposals. The scale considered four affirming and four undermining reading motivations and was tested with 172 students from 2nd to 6th grade. Its structure was assessed using CFA and EFA. A four-factor structure had the best fit for the data: (1) Reading value and intrinsic motivation; (2) reading devalue and avoidance; (3) perceived self-efficacy; and (4) perceived difficulty. The results supported some prior theoretical distinctions, but question the appropriateness of widely used scales and suggest the need for more research on the multidimensionality of reading motivation. ",
keywords = "reading motivation, scale, factor analysis, affirming motivations, undermining motivations",
author = "Elvira Jeldrez and Kate Cain and Macarena Silva and Katherine Strasser",
year = "2023",
month = oct,
day = "3",
doi = "10.1080/02702711.2023.2202175",
language = "English",
volume = "44",
pages = "853--891",
journal = "Reading Psychology",
issn = "1521-0685",
publisher = "Taylor & Francis",
number = "7",

}

RIS

TY - JOUR

T1 - The problem of reading motivation multidimensionality

T2 - Theoretical and statistical evaluation of a reading motivation scale

AU - Jeldrez, Elvira

AU - Cain, Kate

AU - Silva, Macarena

AU - Strasser, Katherine

PY - 2023/10/3

Y1 - 2023/10/3

N2 - Reading motivation is multidimensional and a critical contributor to students’ reading comprehension skill. Its multidimensionality is problematic, as there is currently no consensus on the dimensions underlying reading motivation, which are being tested through a variety of instruments that lack statistical validation. Our goal was to discuss the structure, reliability, and validity of a reading motivation scale in relation to prior theoretical proposals. The scale considered four affirming and four undermining reading motivations and was tested with 172 students from 2nd to 6th grade. Its structure was assessed using CFA and EFA. A four-factor structure had the best fit for the data: (1) Reading value and intrinsic motivation; (2) reading devalue and avoidance; (3) perceived self-efficacy; and (4) perceived difficulty. The results supported some prior theoretical distinctions, but question the appropriateness of widely used scales and suggest the need for more research on the multidimensionality of reading motivation.

AB - Reading motivation is multidimensional and a critical contributor to students’ reading comprehension skill. Its multidimensionality is problematic, as there is currently no consensus on the dimensions underlying reading motivation, which are being tested through a variety of instruments that lack statistical validation. Our goal was to discuss the structure, reliability, and validity of a reading motivation scale in relation to prior theoretical proposals. The scale considered four affirming and four undermining reading motivations and was tested with 172 students from 2nd to 6th grade. Its structure was assessed using CFA and EFA. A four-factor structure had the best fit for the data: (1) Reading value and intrinsic motivation; (2) reading devalue and avoidance; (3) perceived self-efficacy; and (4) perceived difficulty. The results supported some prior theoretical distinctions, but question the appropriateness of widely used scales and suggest the need for more research on the multidimensionality of reading motivation.

KW - reading motivation

KW - scale

KW - factor analysis

KW - affirming motivations

KW - undermining motivations

U2 - 10.1080/02702711.2023.2202175

DO - 10.1080/02702711.2023.2202175

M3 - Journal article

VL - 44

SP - 853

EP - 891

JO - Reading Psychology

JF - Reading Psychology

SN - 1521-0685

IS - 7

ER -