Reading Motivation and Academic Achievement: Relational Effects in Adolescent Boys

• In Event: Roundtable Session 75
  In Roundtable Session: Research in Reading and Literacy SIG Roundtable 1: Reading and Writing

Abstract

Despite a growing interest in and research base on adolescent literacy, scant literature exists on the relationship between academic achievement and reading motivation in concurrent and predictive ways. Using motivation and achievement data collected from 815 students at an all-boys high school over three years, the proposed study seeks to understand (1) if motivational construct scores change meaningfully over time or stay relatively constant, (2) what, if any, relationship exists between the achievement scores and reported reading motivation? And, (3) if students who report higher reading motivation initially have greater gains in achievement over time compared to students who report lower reading motivation. Method of data collection, proposed analyses, and implications for the research are discussed.

Authors

• Amanda Rabidue Bozack, University of New Haven

• Amy Nicole Salvaggio, University of New Haven