Ghent University Academic Bibliography

Advanced

The relation between elementary students' recreational and academic reading motivation, reading frequency, engagement, and comprehension: a self-determination theory perspective

Jessie De Naeghel UGent, Hilde Van Keer UGent, Maarten Vansteenkiste UGent and Yves Rosseel UGent (2012) JOURNAL OF EDUCATIONAL PSYCHOLOGY. 104(3). p.1006-1021
abstract
Research indicates the need to further examine the dimensions of reading motivation. A clear theoretical basis is necessary for conceptualizing reading motivation and considering contextual differences therein. The present study develops and validates the SRQ-Reading Motivation, a questionnaire measuring recreational and academic reading motivation based on self-determination theory. The study clarifies the relation among reading motivation, reading self-concept, reading behavior (i.e., engagement and frequency), and reading performance (i.e., comprehension). Participants included 1,260 Flemish fifth-grade students and their 67 teachers. Exploratory and confirmatory factor analyses indicated that both recreational and academic reading motivation comprise 2 factors: autonomous and controlled motivation. This factor structure was found to be invariant across boys and girls. Comparisons of the SRQ-Reading Motivation with subscales of the Motivation for Reading Questionnaire provide evidence for the construct validity of the instrument. Structural equation modeling confirmed that recreational autonomous reading motivation is associated with more positive reading behavior and better performance. In the academic setting, only the equivalent relationship between autonomous reading motivation and leisure-time reading frequency could be corroborated. In this respect, the results confirm the independent contribution of recreational autonomous reading motivation and reading self-concept to reading behavior and performance. No significant indirect relationship between reading motivation and reading comprehension through reading frequency or reading engagement was found. The theoretical and practical significance of the present study is discussed.
Please use this url to cite or link to this publication:
author
organization
year
type
journalArticle (original)
publication status
published
subject
keyword
DOMAINS, reading motivation, LITERACY, COVARIANCE STRUCTURE-ANALYSIS, TEACHERS AUTONOMY SUPPORT, CHILDRENS MOTIVATION, INTRINSIC MOTIVATION, WELL, ACHIEVEMENT, SCHOOL, reading engagement, reading comprehension, self-determination theory, INSTRUCTION, reading frequency
journal title
JOURNAL OF EDUCATIONAL PSYCHOLOGY
volume
104
issue
3
pages
1006 - 1021
Web of Science type
Article
Web of Science id
000310861600009
JCR category
PSYCHOLOGY, EDUCATIONAL
JCR impact factor
3.158 (2012)
JCR rank
4/51 (2012)
JCR quartile
1 (2012)
ISSN
0022-0663
DOI
10.1037/a0027800
language
English
UGent publication?
yes
classification
A1
copyright statement
I have transferred the copyright for this publication to the publisher
id
2078964
handle
http://hdl.handle.net/1854/LU-2078964
date created
2012-04-02 11:29:52
date last changed
2014-03-13 12:17:45
@article{2078964,
  abstract     = {Research indicates the need to further examine the dimensions of reading motivation. A clear theoretical basis is necessary for conceptualizing reading motivation and considering contextual differences therein. The present study develops and validates the SRQ-Reading Motivation, a questionnaire measuring recreational and academic reading motivation based on self-determination theory. The study clarifies the relation among reading motivation, reading self-concept, reading behavior (i.e., engagement and frequency), and reading performance (i.e., comprehension). Participants included 1,260 Flemish fifth-grade students and their 67 teachers. Exploratory and confirmatory factor analyses indicated that both recreational and academic reading motivation comprise 2 factors: autonomous and controlled motivation. This factor structure was found to be invariant across boys and girls. Comparisons of the SRQ-Reading Motivation with subscales of the Motivation for Reading Questionnaire provide evidence for the construct validity of the instrument. Structural equation modeling confirmed that recreational autonomous reading motivation is associated with more positive reading behavior and better performance. In the academic setting, only the equivalent relationship between autonomous reading motivation and leisure-time reading frequency could be corroborated. In this respect, the results confirm the independent contribution of recreational autonomous reading motivation and reading self-concept to reading behavior and performance. No significant indirect relationship between reading motivation and reading comprehension through reading frequency or reading engagement was found. The theoretical and practical significance of the present study is discussed.},
  author       = {De Naeghel, Jessie and Van Keer, Hilde and Vansteenkiste, Maarten and Rosseel, Yves},
  issn         = {0022-0663},
  journal      = {JOURNAL OF EDUCATIONAL PSYCHOLOGY},
  keyword      = {DOMAINS,reading motivation,LITERACY,COVARIANCE STRUCTURE-ANALYSIS,TEACHERS AUTONOMY SUPPORT,CHILDRENS MOTIVATION,INTRINSIC MOTIVATION,WELL,ACHIEVEMENT,SCHOOL,reading engagement,reading comprehension,self-determination theory,INSTRUCTION,reading frequency},
  language     = {eng},
  number       = {3},
  pages        = {1006--1021},
  title        = {The relation between elementary students' recreational and academic reading motivation, reading frequency, engagement, and comprehension: a self-determination theory perspective},
  url          = {http://dx.doi.org/10.1037/a0027800},
  volume       = {104},
  year         = {2012},
}

Chicago
De Naeghel, Jessie, Hilde Van Keer, Maarten Vansteenkiste, and Yves Rosseel. 2012. “The Relation Between Elementary Students’ Recreational and Academic Reading Motivation, Reading Frequency, Engagement, and Comprehension: a Self-determination Theory Perspective.” Journal of Educational Psychology 104 (3): 1006–1021.
APA
De Naeghel, J., Van Keer, H., Vansteenkiste, M., & Rosseel, Y. (2012). The relation between elementary students’ recreational and academic reading motivation, reading frequency, engagement, and comprehension: a self-determination theory perspective. JOURNAL OF EDUCATIONAL PSYCHOLOGY, 104(3), 1006–1021.
Vancouver
1.
De Naeghel J, Van Keer H, Vansteenkiste M, Rosseel Y. The relation between elementary students’ recreational and academic reading motivation, reading frequency, engagement, and comprehension: a self-determination theory perspective. JOURNAL OF EDUCATIONAL PSYCHOLOGY. 2012;104(3):1006–21.
MLA
De Naeghel, Jessie, Hilde Van Keer, Maarten Vansteenkiste, et al. “The Relation Between Elementary Students’ Recreational and Academic Reading Motivation, Reading Frequency, Engagement, and Comprehension: a Self-determination Theory Perspective.” JOURNAL OF EDUCATIONAL PSYCHOLOGY 104.3 (2012): 1006–1021. Print.