Abstract
Background: There has been an increasing interest in negative or ‘undermining’ motivations for reading. In this study, we aimed to strengthen knowledge on the validity of the distinction between affirming and undermining motivations. First, we examined whether the structure of a questionnaire based on this distinction could be confirmed. Second, we examined the predictive value of undermining motivations for reading comprehension. Third, we studied moderator effects of gender and age. Methods: We administered a reading motivation questionnaire and a reading comprehension test to 324 low-achieving adolescents. The questionnaire included items on affirming and undermining motivations for school and leisure time reading: intrinsic motivation and avoidance, self-efficacy and perceived difficulty. Results: Confirmatory factor analyses supported the assumed structure of the questionnaire. Undermining motivations, particularly perceived difficulty, explained unique variance in reading achievement. Gender and age did not moderate effects of motivational variables. Conclusions: Educators need to be aware of the role of undermining motivations. Future research should examine if interventions can lead to the reduction of such motivations.
| Original language | English |
|---|---|
| Pages (from-to) | 504-522 |
| Number of pages | 19 |
| Journal | Journal of Research in Reading |
| Volume | 42 |
| Issue number | 3-4 |
| Early online date | 19 Jul 2019 |
| DOIs | |
| Publication status | Published - 1 Nov 2019 |
Fingerprint
Keywords
- adolescents
- low achievers
- reading comprehension
- reading motivation
Cite this
}
Affirming and undermining motivations for reading and associations with reading comprehension, age and gender. / van Steensel, Roel; Oostdam, Ron; van Gelderen, Amos.
In: Journal of Research in Reading, Vol. 42, No. 3-4, 01.11.2019, p. 504-522.Research output: Contribution to Journal › Article › Academic › peer-review
TY - JOUR
T1 - Affirming and undermining motivations for reading and associations with reading comprehension, age and gender
AU - van Steensel, Roel
AU - Oostdam, Ron
AU - van Gelderen, Amos
PY - 2019/11/1
Y1 - 2019/11/1
N2 - Background: There has been an increasing interest in negative or ‘undermining’ motivations for reading. In this study, we aimed to strengthen knowledge on the validity of the distinction between affirming and undermining motivations. First, we examined whether the structure of a questionnaire based on this distinction could be confirmed. Second, we examined the predictive value of undermining motivations for reading comprehension. Third, we studied moderator effects of gender and age. Methods: We administered a reading motivation questionnaire and a reading comprehension test to 324 low-achieving adolescents. The questionnaire included items on affirming and undermining motivations for school and leisure time reading: intrinsic motivation and avoidance, self-efficacy and perceived difficulty. Results: Confirmatory factor analyses supported the assumed structure of the questionnaire. Undermining motivations, particularly perceived difficulty, explained unique variance in reading achievement. Gender and age did not moderate effects of motivational variables. Conclusions: Educators need to be aware of the role of undermining motivations. Future research should examine if interventions can lead to the reduction of such motivations.
AB - Background: There has been an increasing interest in negative or ‘undermining’ motivations for reading. In this study, we aimed to strengthen knowledge on the validity of the distinction between affirming and undermining motivations. First, we examined whether the structure of a questionnaire based on this distinction could be confirmed. Second, we examined the predictive value of undermining motivations for reading comprehension. Third, we studied moderator effects of gender and age. Methods: We administered a reading motivation questionnaire and a reading comprehension test to 324 low-achieving adolescents. The questionnaire included items on affirming and undermining motivations for school and leisure time reading: intrinsic motivation and avoidance, self-efficacy and perceived difficulty. Results: Confirmatory factor analyses supported the assumed structure of the questionnaire. Undermining motivations, particularly perceived difficulty, explained unique variance in reading achievement. Gender and age did not moderate effects of motivational variables. Conclusions: Educators need to be aware of the role of undermining motivations. Future research should examine if interventions can lead to the reduction of such motivations.
KW - adolescents
KW - low achievers
KW - reading comprehension
KW - reading motivation
UR - http://www.scopus.com/inward/record.url?scp=85069893267&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85069893267&partnerID=8YFLogxK
U2 - 10.1111/1467-9817.12281
DO - 10.1111/1467-9817.12281
M3 - Article
VL - 42
SP - 504
EP - 522
JO - Journal of Research in Reading
JF - Journal of Research in Reading
SN - 0141-0423
IS - 3-4
ER -