A Person-Centered Approach to Understanding Adolescents' Reading Motivation and Its Relation to Reading Outcomes
Saved in:
| Title: | A Person-Centered Approach to Understanding Adolescents' Reading Motivation and Its Relation to Reading Outcomes |
|---|---|
| Language: | English |
| Authors: | Syal, Samira (ORCID |
| Source: | Grantee Submission. 2023. |
| Peer Reviewed: | Y |
| Page Count: | 42 |
| Publication Date: | 2023 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A180154 |
| Document Type: | Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Reading Motivation, Adolescents, Reading Achievement, High School Students, Reading Tests, Adaptive Testing, Computer Assisted Testing, Reading Habits |
| Geographic Terms: | California, New York, Connecticut, Alabama |
| DOI: | 10.1080/02702711.2023.2252814 |
| Abstract: | Motivation to read is crucial to improving reading skill. While there is extensive research examining reading motivation among elementary students, with respect to adolescents, research is limited. Employing a person-centered approach can aid in developing a better understanding of adolescent reading motivation and would help address possible barriers to engaging adolescent readers. The present study extracted reading motivation profiles in a sample of 367 high school students based on their responses on the Adaptive Reading Motivation Measure (ARMM). Three profiles emerged--high (HRM), ambivalent/neutral (ARM), and low reading motivation (LRM)--where students in the HRM profile performed better on the reading achievement assessment and reported reading more often compared to their peers in other profiles. Results shed light on key facets of adolescent reading motivation, which have implications for addressing motivational barriers to engaging adolescent readers. [This paper was published in "Reading Psychology."] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2023 |
| Accession Number: | ED634228 |
| Database: | ERIC |
| Abstract: | Motivation to read is crucial to improving reading skill. While there is extensive research examining reading motivation among elementary students, with respect to adolescents, research is limited. Employing a person-centered approach can aid in developing a better understanding of adolescent reading motivation and would help address possible barriers to engaging adolescent readers. The present study extracted reading motivation profiles in a sample of 367 high school students based on their responses on the Adaptive Reading Motivation Measure (ARMM). Three profiles emerged--high (HRM), ambivalent/neutral (ARM), and low reading motivation (LRM)--where students in the HRM profile performed better on the reading achievement assessment and reported reading more often compared to their peers in other profiles. Results shed light on key facets of adolescent reading motivation, which have implications for addressing motivational barriers to engaging adolescent readers. [This paper was published in "Reading Psychology."] |
|---|---|
| DOI: | 10.1080/02702711.2023.2252814 |
