Dimensions of Chinese Adolescent Readers' Reading Motivation and Their Relations to Reading Engagement and Reading Achievement

• In Event: Poster Session 5
  In Poster Session: Literacy Research Issues in the 21st Century

Abstract

The present study investigates the relationship among mainland Chinese ninth graders’ reading motivation (both autonomous and controlled reading motivation in two different contexts: recreational and academic), reading engagement, and reading achievement. Furthermore, this study attempts to develop an instrument to measure Chinese adolescents’ reading motivation by translating the Self-Regulation Questionnaire (SRQ)-Reading Motivation (Naeghel et al., 2012) and validating the translated instrument. The results of the confirmatory factor analyses suggest that the finalized four-factor model fits the Chinese adolescents’ data set. The findings of this study provide researchers with both an instrument to measure Chinese adolescent readers’ reading motivation and worthy insights regarding the interplay among reading motivation, reading engagement, and reading achievement in different social and cultural contexts.

Authors

• Wen Wu, Oakland University

• Yu Liu, Oakland University

• Bong Gee Jang, Oakland University