Investigating College Students’ Reader Identity and Its Impact on Reading Outcomes: A Motivation and Self-Regulation Perspective

Abstract

We examined college students’ reader identity and its impact. Motivation and self-regulatory learning variables were reader identity indicators. Participants were 294 introductory psychology students who completed self-efficacy, motivation, and self-regulation measures, read a text about remote countries, timed via Qualtrics, and completed ten multiple-choice comprehension questions. Using SEM and LPA, the results showed that reader identity is unidimensional and clusters into two different profiles. Reader identity predicted shallow comprehension, not deep comprehension and reading time.

Authors

• Ordene Edwards, Kennesaw State University

• Charlotte Kinrade, Kennesaw State University

• Mia Hutchinson, Kennesaw state university