Exploring the Relationship Between Classroom Climate, Reading Motivation, and Achievement Among Seventh-Grade Students

• In Event: 70.067 - Poster Session 15
  In Poster Session: 70.067-2 - Literacy: Cognitive and Affective Factors

Abstract

The current study sought to examine the mechanisms by which student specific and external factors influence reading skill through the use of a moderated mediation model in which the relationships between several aspects of classroom climate and reading achievement were mediated by reading motivation. In addition, the possibility of student gender moderating this mediation model was also investigated. Participants included 104 (49 females, 55 males) 7th grade students from a public school. Participants completed the classroom climate and reading motivation questionnaires after taking their standardized test. Results showed that indeed the relationship of classroom climate to reading achievement was mediated by student reading motivation, and certain aspects of this mediated relationship were moderated by gender.

Authors

• Winnie Mucherah, Ball State University

• Dee Ambrose-Stahl, Ligonier Valley School District

• Veronica A Smith, Ball State University