Measuring Internet-Specific Reading Motivation and Engagement

• In Event: Moscone Center North Roundtable Session 7
  In Roundtable Session: Multimodal Literacies: Knowledge, Skills, and Engagement Across Media Formats

Abstract

This study examined the dimensionality and predictability of a new measure created to assess motivation and engagement in Internet reading contexts – The Internet-Specific Reading Motivation and Engagement Scale (IRMES). Using a sample of 386 Norwegian pre-service teachers, confirmatory factor analysis showed that Internet-specific reading motivation and engagement could be captured by seven different positive and negative motivation and engagement constructs: intrinsic motivation, perceived competence, perceived difficulty, value, devalue, dedication, and avoidance. This dimensionality is consistent with the reading and engagement constructs defined by Guthrie and Klauda (2014). Moreover, hierarchical multiple regression analyses showed that these Internet-specific reading motivation and engagement constructs improved the prediction of participants’ self-reported use of the Internet for academic purposes and academic achievement.

Authors

• Christian Brandmo, University of Oslo

• Ivar Braten, University of Oslo