The Problem of Reading Motivation Multidimensionality: Theoretical and Statistical Evaluation of a Reading Motivation Scale

Abstract

Reading motivation is multidimensional and a critical contributor to students’ reading comprehension skill. Its multidimensionality is problematic, as there is currently no consensus on the dimensions underlying reading motivation, which are being tested through a variety of instruments that lack statistical validation. Our goal was to discuss the structure, reliability, and validity of a reading motivation scale in relation to prior theoretical proposals. The scale considered four affirming and four undermining reading motivations and was tested with 172 students from 2nd to 6th grade. Its structure was assessed using CFA and EFA. A four-factor structure had the best fit for the data: (1) Reading value and intrinsic motivation; (2) reading devalue and avoidance; (3) perceived self-efficacy; and (4) perceived difficulty. The results supported some prior theoretical distinctions, but question the appropriateness of widely used scales and suggest the need for more research on the multidimensionality of reading motivation.

Disclosure statement

The authors report there are no competing interests to declare.

Notes

1 The sample size was considered insufficient for EFA to be conducted on the 54 items.

Additional information

Funding

This work was supported by ANID/FONDECYT under Grant N°1201529; ANID/PIA/Basal Funds for Centers of Excellence under Grant FB0003; and the Pontificia Universidad Católica de Chile VRI Grant for Doctoral Studies. The former supporting a research secondment at Lancaster University during which this work was developed.