Adolescent Reading Motivation and Standardized Achievement in the Content Areas

• In Event: Poster Session 12
  In Poster Session: Motivation in Education SIG Poster Session 1

Abstract

Adolescent boys consistently lag behind girls in reading achievement, which can have lasting academic effects. This study explores longitudinal reading motivation data and achievement data for adolescent boys in a private school setting. Findings indicate that most reading motivation constructs remain stable, but motivation around perceived interest, investment, and social affiliations are most likely to improve over time. Numerous motivational constructs were found to be predictive of academic achievement, but social affiliation and reader identity were consistently predictive of achievement across content areas, including math and science. These findings have implications for how teachers of struggling readers can influence motivation and how reading motivation can affect areas beyond the language arts classroom.

Authors

• Amanda Rabidue Bozack, University of New Haven

• Amy Nicole Salvaggio, University of New Haven