Our study was based on recent research on reading motivation that emerged from strategic learning theory and focused on connections between cognitive, motivational and social aspects of reading (Baker, Afflerbach, Reinking, 1996; Guthrie, Alvermann, 1999; Baker, Wigfield, 1999). The purpose of the study was twofold: first, to develop and adapt the instruments for measuring the dimensions of reading motivation for younger and older primary school students, and second, to find the differences in motivational dimensions according to students' reading achievement and their sex in both groups. 1042 third grade (509 girls and 533 boys) and 1124 seventh grade (592 girls and 532 boys) students from different Slovene primary schools participated in the study. A 26-item questionnaire was constructed to measure reading motivation in younger students. Factor analysis (varimax rotation, screen test) revealed three factors: interest in reading, lack of self-efficacy and self-efficacy in oral reading. Further statistical analysis (ANOVA) showed significant main effects for reading achievement and sex in interest and in lack of self-efficacy in reading. Good readers had the highest results in both factors and poor readers the lowest results. In addition, girls had higher results than boys in both factors. Motivation for Reading Questionnaire (Guthrie, Wigfield, 1997) was adapted for older students. Factor analysis (varimax rotation, screen test) of 54-item questionnaire revealed four reading motivation factors: external motivation, interest and reading in social context, involvement and immersion in reading, and lack of self-efficacy. Further analysis (ANOVA) showed significant main effects according to students' reading achievement in all four factors. Good readers had the highest and poor readers the lowest results in external motivation, in interest and reading in social context and in involvement and immersion in reading. The results for lack of self-efficacy were reversed. Significant differences were also found according to students' sex. Girls constantly showed higher results in external motivation, in interest and reading in social context and in involvement and immersion in reading than boys. Implications for educational practice as well as future research are discussed.
Reading motivation is an important factor that influences students' reading achievement. It is the result of interaction between factors in students themselves and in their environment. The purpose of the study was twofold: first, to determine motivational variables that best predict reading achievement and second, to find environmental factors that would make a difference in students' reading motivation. The study comprised 990 third-grade students (507 boys and 483 girls) and their teachers (58). Students' reading motivation was assessed by means of the Reading Motivation Questionnaire for Young Students (Peklaj, Bucik, 2003) and estimates of the amount of time students spent in reading and reading frequency were also collected. Environmental variables were obtained through a questionnaire constructed for teachers. The regression analysis revealed that the factor predicting students' reading achievement is reading self-efficacy. Two elements of teachers' instruction were connected with students' reading motivation, namely, emphasizing the importance of reading and teacher as a reading model. The implications for educational practice as well as for further research are discussed.
A great deal of (independent) learning in higher grades of elementary school involves reading; pupils' reading motivation is therefore especially important in school. The results of different studies show a decrease in reading motivation in older pupils and in boys, which can represent a serious problem for pupils' school achievement. The purpose of our research was, therefore, to 1) test the validity of these results in Slovenian elementary school pupils; 2) examine the relation between reading motivation and reading efficiency and 3) find out which teacher's activities in the classroom enhance pupils' reading motivation. 2355 pupils and 128 teachers from 24 Slovenian elementary schools participated in the study. The results show the differences in reading motivation with regard to pupils' age and sex (younger pupils and girls report higher reading motivation). Also, pupils that report more motivation to read show higher reading efficiency. In the third grade, the following teacher's activities are related to pupils' reading motivation: acting as a reading model for pupils and enhancing pupils' ability to read in class. In the seventh grade, the following teacher's activities are related to pupils' reading motivation: teaching reading strategies, enhancing pupils' ability to read in class and giving opportunities to choose reading material.
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