Poster #17 - Confirmation of the Factor Structure of an Autonomous Reading Motivation Measure for Middle School Students

• In Event: 31.094 - MTCC Poster Session Six
  In Poster Session: 31.094-6 - Relation of Beliefs, Goals, Emotions, and Educational Interventions to Academic Outcomes

Abstract

Supporting middle schoolers’ reading motivation is critical as it can wane during that period. To help educators and researchers support students’ motivation to read, we validated a measure of autonomous reading motivation grounded in self-determination theory (De Naeghel et al., 2012). Utilizing a diverse sample of 738 U.S. middle schoolers, we conducted exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). EFA and Parallel Analysis results verified a two-factor solution (autonomous/controlled), and results from the CFA indicated robust model fit to the data. Internal consistency for the final subscales was high. The final survey contains 24 self-report items assessing both autonomous and controlled reading motivation in academic and recreational contexts. Implications for researchers and educators are presented and discussed.

Authors

• Stephen M. Tonks, Northern Illinois University

• Kelly Summers, Northern Illinois University

• David A. Walker, Northern Illinois University