Title

A New multi-dimensional domain-specific motivation questionnaire: Measurement of young children's multi-faceted reading motivation

Publication Date

2008

Abstract

Students’ motivation in reading at a young age may have significant influence on later learning outcomes. However, there is a dearth of instruments that measure elementary students’ reading motivation, making it difficult for research advancement in the study of reading motivation. A multidimensional Reading Motivation Questionnaire (RMQ) was developed to investigate the reading goal orientations of students from Kindergarten to 6th grade (N = 275 from an independent girls’ school). Confirmatory factor analysis found five clearly distinguishable factors: Mastery, Intrinsic, Cooperative, Individual, and Competition. The youngest students (K-2nd grade) were less able to differentiate the factors than older students (3rd-6th grade). The oldest students showed the greatest differentiation between the Individual and Cooperative factors. There was a decline found in four of the factors with age. The exception was the Individual factor, which was lowest for the youngest students. The instrument provides researchers and educators with a valid instrument to assess the motivational goals of elementary students, examine their development, and devise teaching and learning strategies based on theory and evidence.

Document Type

Open Access Conference Paper

Access Rights

Open Access

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