Affirming and undermining motivations for reading and associations with reading comprehension, age and gender

Roel van Steensel, Ron Oostdam, Amos van Gelderen

Research output: Contribution to JournalArticleAcademicpeer-review

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 languageEnglish
Pages (from-to)504-522
Number of pages19
JournalJournal of Research in Reading
Volume42
Issue number3-4
Early online date19 Jul 2019
DOIs
Publication statusPublished - 1 Nov 2019

Fingerprint

Motivation
Reading
comprehension
gender
questionnaire
leisure time
intrinsic motivation
moderator
Leisure Activities
Self Efficacy
self-efficacy
Statistical Factor Analysis
educator
adolescent
Surveys and Questionnaires
school

Keywords

  • adolescents
  • low achievers
  • reading comprehension
  • reading motivation

Cite this

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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.",
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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 JournalArticleAcademicpeer-review

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