Factor Structure and Validity of the Reading Motivation Questionnaire for Elementary Students (RMQ-E)

• In Event: 31.091 - Roundtable Session 10
  In Roundtable Session: 31.091-1 - Advances and Issues in the Measurement of Reading Motivation

Abstract

Previous research on reading motivation has almost exclusively focused on the late elementary and early secondary school years (cf. Schiefele, Schaffner, Möller, & Wigfield, 2012). As a consequence, little is known about the nature of reading motivation and its significance for reading behavior and competence during the initial stages of learning to comprehend written materials. Only a few studies have addressed early elementary students’ reading motivation (e.g., Chapman & Tunmer, 1995; Nurmi & Aunola, 2005). These studies suggest that the associations of intrinsic reading motivation with reading amount and comprehension are particularly weak in the first and second grades, and seem to become stronger in the third or higher grades. In addition, the results of Law (2008) suggest that extrinsic reading motivation contributes negatively to reading comprehension as early as in the second grade.

In our study, we have developed and evaluated the Reading Motivation Questionnaire for Elementary Students (RMQ-E) in a sample of 1657 German elementary students in grades 1-3. Specifically, we examined the factor structure of the RMQ-E and its measurement invariance across gender and grade levels. In addition, the construct validity of the RMQ-E was analyzed.

The results confirmed the multidimensional structure of the RMQ-E with four factors. These factors comprise being motivated to read in order to (1) learn more about topics of one’s interest (interest), (2) experience positive feeling states such as getting lost in a story (involvement), (3) increase one’s ability in comprehending texts (competence), and (4) outperform one’s classmates in school (competition). Moreover, the four-factor model of the RMQ-E was found to be invariant across gender and grade levels (strict measurement invariance). The construct validity of the RMQ-E was supported by the predictive contributions of the RMQ-E dimensions to reading amount and comprehension (analyzed by means of structural equation modeling). Involvement proved to be a significant and substantial predictor of the criterion variables, in particular reading amount. In line with previous research, the relations between involvement and the criterion variables were stronger in the second and third grades than in the first grade. In contrast to expectations, interest showed no predictive value for any of the dependent variables. The nonsignificant or negative associations between both competence- and competition-oriented reading motivation and the criterion variables were in accordance with the hypotheses.

The scientific significance of this study includes three issues. First, a theory-based instrument has been developed that permits reliable assessments of elementary students’ reading motivation in Grades 1 through 3. Second, the results confirmed that as early as first grade, reading motivation appears to be a multidimensional construct including both intrinsic and extrinsic dimensions. Third, the intrinsic dimension of involvement seems to be by far the most important component of reading motivation in beginning readers pertaining to the prediction of reading amount and comprehension performance. In addition, as was found for older students, extrinsic reading motivation is likely to exert negative or nonsignificant effects on reading behavior and reading comprehension.

Authors

• Ellen Schaffner, University of Potsdam

• Ulrich Schiefele, University of Potsdam

• Franziska Stutz, University of Potsdam