A Validation of the Chinese Motivation for Reading Questionnaire
Bibliographic Data
| ID | 21650214 |
|---|---|
| Authors | Xiaocheng Wang (0000-0003-4288-4839, Jiangnan University, corresponding author), Yuanying Jin (Sejong University) |
| Year | 2021 |
| Volume | 53 |
| Issue | 3 |
| Pages | 336-360 |
| Publication date | 2021-09-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Reading Behavior (JOURNAL) |
| Journal identifiers | ISSN: 0022-4111 • E-ISSN: 1554-8430 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/1086296x211030474 |
| OpenAlex | W3191955558 |
| Language | EN |
| Citations received | 3 |
| References cited | 55 |
This study addressed the cross-cultural validation of the Chinese Motivation for Reading Questionnaire (CMRQ) in a sample of 522 seventh to ninth graders from two public schools in eastern China. Confirmatory factor analyses, item-total correlation analyses, and reliability analyses were conducted to assess the psychometric quality of the CMRQ. The results indicated that the three-factor model for the competence beliefs scale, the six-factor model for the goals for reading scale, and the two-factor model for the social motivation scale fit the data properly. All subscales showed good levels of internal consistency reliabilities, ranging from .71 to .86. The concurrent validity of the CMRQ was supported by significant correlations among subscales with reading attitudes. Students scored the highest on intrinsic motivation, followed by social motivation, competence beliefs, and then extrinsic motivation. The findings further confirmed the existence of several distinguishable dimensions of reading motivation. Finally, implications for literacy research and instruction were discussed
Confirmatory factor analysis · Developmental psychology · Internal consistency · Literacy · Pedagogy · Psychometrics · Reading motivation · Statistics · Structural equation modeling · Test validity · Education, Achievement, and Giftedness · Motivation and Self-Concept in Sports · Psychology · Social Psychology · Teacher Professional Development and Motivation
Motivational and Cognitive Predictors of Text Comprehension and Reading Amount
Relations of children's motivation for reading to the amount and breadth or their reading.
The relation between elementary students' recreational and academic reading motivation, reading frequency, engagement, and comprehension
Classroom effects on student motivation
Cutoff criteria for fit indexes in covariance structure analysis
A Reliability Coefficient for Maximum Likelihood Factor Analysis
Testing Structural Equation Models
Intrinsic Motivation and Self-Determination in Human Behavior
The development of achievement task values
Measuring Adolescents' Attitudes Toward Reading
Measuring the Reader Self‐Perceptions of Adolescents
Measuring Multiple Dimensions of Chinese Adolescents’ Attitudes Toward Reading
The psychology of the Chinese people
Asian learners’ re-examined
Dimensions of Children's Motivation for Reading and Their Relations to Reading Activity and Reading Achievement
Reading Attitudes of Middle School Students
Factorial and Construct Validity of a New Instrument for the Assessment of Reading Motivation
Reading Amount as a Mediator of the Effects of Intrinsic and Extrinsic Reading Motivation on Reading Comprehension
Goodness-of-fit indexes in confirmatory factor analysis
Comparative fit indexes in structural models
Intrinsic and Extrinsic Motivations
Principles and Practice of Structural Equation Modeling
Individualism-Collectivism
| Citations per year | 0.6 |
|---|---|
| Citation span | 2021 - 2026 (6) |
| Highly cited | No |