Modeling the Relationships Among Reading Instruction, Motivation, Engagement, and Achievement for Adolescents

Bibliographic Data

ID5846034
AuthorsJohn T Guthrie (University of Maryland College Park USA), Susan Lutz Klauda (0000-0003-4283-1024, University of Maryland College Park USA), Amy N Ho (University of Maryland College Park USA)
Year2013
Volume48
Issue1
Pages9-26
Publication date2013-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueReading Research Quarterly (JOURNAL)
Journal identifiersISSN: 0034-0553 • E-ISSN: 1936-2722
PublisherWiley (PUBLISHER • GB)
DOI10.1002/rrq.035
PMID26412903
OpenAlexW1911157530
LanguageEN
Citations received53
References cited50

This study modeled the interrelationships of reading instruction, motivation, engagement, and achievement in two contexts, employing data from 1,159 seventh graders. In the traditional reading/language arts (R/LA) context, all students participated in traditional R/LA instruction. In the intervention R/LA context, 854 students from the full sample received Concept-Oriented Reading Instruction (CORI) while the remainder continued to receive traditional R/LA. CORI emphasizes support for reading motivation, reading engagement, and cognitive strategies for reading informational text. Seven motivation constructs were included: four motivations that are usually positively associated with achievement (intrinsic motivation, self-efficacy, valuing, and prosocial goals) and three motivations that are usually negatively associated with achievement (perceived difficulty, devaluing, and antisocial goals). Reading engagement was also represented by positive and negative constructs, namely dedication to and avoidance of reading. Gender, ethnicity, and income were statistically controlled in all analyses. In the traditional R/LA context, a total network model prevailed, in which motivation was associated with achievement both directly and indirectly through engagement. In contrast, in the intervention R/LA context, a dual-effects model prevailed, in which engagement and achievement were separate outcomes of instruction and motivation. The intervention R/LA context analyses revealed that CORI was associated with positive changes in motivation, engagement, and achievement relative to traditional R/LA instruction. The discussion explains why there were different relations in the two instructional contexts and demonstrates the importance of simultaneously examining both positive (affirming) and negative (undermining) forms of motivation and engagement

Goal theory · Need for achievement · Prosocial behavior · Reading motivation · Student engagement · Education, Achievement, and Giftedness · Motivation and Self-Concept in Sports · Parental Involvement in Education

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