Teacher Reading Motivation: Factors and Latent Profiles

References

• Akbabaoǧlu, M., & Yildiz Duban, N. (2020). Preservice classroom teachers’ metacognitive reading strategies, reading motivations, and attitudes towards reading habits. International Journal of Turkish Literature, Culture, Education, 9(4), 1720–1740. https://doi.org/10.7884/teke.4846
   Google Scholar
• Applegate, A. J., & Applegate, M. D. (2004). The Peter effect: Reading habits and attitudes of preservice teachers. The Reading Teacher, 57(6), 554–563. https://www.jstor.org/stable/20205399
   Web of Science ®Google Scholar
• Applegate, A. J., & Applegate, M. D. (2010). A study of thoughtful literacy and the motivation to read. The Reading Teacher, 64(4), 226–234. https://doi.org/10.1598/RT.64.4.1
   Web of Science ®Google Scholar
• Applegate, A. J., Applegate, M. D., Mercantini, M. A., McGeehan, C. M., Cobb, J. B., DeBoy, J. R., Modla, V. B., & Lewinski, K. E. (2014). The Peter effect revisited: Reading habits and attitudes of college students. Literacy Research and Instruction, 53(3), 188–204. https://doi.org/10.1080/19388071.2014.898719
   Google Scholar
• Asparouhov, T., & Muthén, B. (2009). Exploratory structural equation modeling. Structural Equation Modeling, 16(3), 397–438. https://doi.org/10.1080/10705510903008204
   Web of Science ®Google Scholar
• Baker, L., & Wigfield, A. (1999). Dimensions of children’s motivation for reading and their relations to reading activity and reading achievement. Reading Research Quarterly, 34(4), 452–477. https://doi.org/10.1598/RRQ.34.4.4
   Web of Science ®Google Scholar
• Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.
   Google Scholar
• Barclay, S., Todd, C., Finlay, I., Grande, G., & Wyatt, P. (2002). Not another questionnaire! Maximizing the response rate, predicting non-response and assessing non-response bias in postal questionnaire studies of GPs. Family Practice, 19(1), 105–111. https://doi.org/10.1093/fampra/19.1.105
   PubMed Web of Science ®Google Scholar
• Barrett, P. (2007). Structural equation modelling: Adjudging model fit. Personality and Individual Differences, 42(5), 815–824. https://doi.org/10.1016/j.paid.2006.09.018
   Web of Science ®Google Scholar
• Bergman, L. R. (1998). A pattern-oriented approach to studying individual development: Snapshots and processes. In R. B. Cairns, L. R. Bergman, & J. Kagan (Eds.), Methods and models for studying the individual (pp. 83–122). Sage.
   Google Scholar
• Bergman, L. R., & Magnusson, D. (1997). A person-oriented approach in research on developmental psychopathology. Development and Psychopathology, 9(2), 291–319. https://doi.org/10.1017/S095457949700206X
   PubMed Web of Science ®Google Scholar
• Bergman, L. R., Magnusson, D., & El-Khouri, B. M. (2003). Studying individual development in an interindividual context. Erlbaum.
   Google Scholar
• Broadbent, J., & Fuller-Tyszkiewicz, M. (2018). Profiles in self-regulated learning and their correlates for online and blended learning students. Educational Technology Research and Development, 66(6), 1435–1455. https://doi.org/10.1007/s11423-018-9595-9
   Web of Science ®Google Scholar
• Clark, S. K., & Andreasen, L. (2014). Examining sixth grade students’ reading attitudes and perceptions of teacher read aloud: Are all students on the same page? Literacy Research and Instruction, 53(2), 162–182. https://doi.org/10.1080/19388071.2013.870262
   Google Scholar
• Collins, L. M., & Lanza, S. T. (2010). Latent class and latent transition analysis: With applications in the social, behavioral, and health sciences. John Wiley & Sons. https://doi.org/10.1002/9780470567333
   Google Scholar
• Davis, M. H., Tonks, S. M., Hock, M., Wang, W., & Rodriguez, A. (2018). A review of reading motivation scales. Reading Psychology, 39(2), 121–187. https://doi.org/10.1080/02702711.2017.1400482
   Web of Science ®Google Scholar
• Deci, E. L., & Ryan, R. M. (2012). Self-determination theory. In P. A. M. Van Lange, A. W. Kruglanski, & E. T. Higgins (Eds.), Handbook of theories of social psychology (pp. 416–436). Sage Publications Ltd. https://doi.org/10.4135/9781446249215.n21
   Google Scholar
• DelVecchio, D. S., Jae, H., & Ferguson, J. L. (2019). Consumer aliteracy. Psychology & Marketing, 36(2), 89–101. https://doi.org/10.1002/mar.21160
   Web of Science ®Google Scholar
• DiStefano, C., Zhu, M., & Mindrila, D. 2009. Understanding and using factor scores: Considerations for the applied researcher. Practical Assessment, Research, and Evaluation, 20 (14).
   Google Scholar
• Dreher, M. (2003). Motivating teachers to read. The Reading Teacher, 56(4), 338–340. http://www.jstor.org/stable/20205205
   Web of Science ®Google Scholar
• Egloff, F., & Souvignier, E. (2020). Effects of teacher belief adaptivity on students’ reading skills. European Journal of Psychology of Education, 35(4), 955–973. https://doi.org/10.1007/s10212-019-00448-2
   Web of Science ®Google Scholar
• Espinoza, A. M., & Strasser, K. (2020). Is reading a feminine domain? The role of gender identity and stereotypes in reading motivation in Chile. Social Psychology of Education, 23(4), 861–890. https://doi.org/10.1007/s11218-020-09571-1
   Web of Science ®Google Scholar
• Feyerabend, P. (1975). Against method. Wiley. https://doi.org/10.2307/2106382
   Google Scholar
• Finney, S. J., & DiStefano, C. (2006). Non-normal and categorical data in structural equation modeling. In G. R. Hancock & R. O. Mueller (Eds.), Structural equation modeling: A second course (pp. 269–314). Information Age.
   Google Scholar
• Fries-Britt, S., & Griffin, K. (2007). The Black box: How high-achieving Blacks resist stereotypes about Black Americans. Journal of College Student Development, 48(5), 509–524. https://doi.org/10.1353/csd.2007.0048
   Web of Science ®Google Scholar
• Frijters, J. C., Brown, E., & Greenberg, D. (2020). Gender differences in the reading motivation of adults with low literacy skills. In D. Perin (Ed.), The Wiley handbook of adult literacy. 63–87. https://doi.org/10.1002/9781119261407.ch3
   Google Scholar
• Gambrell, L. B., Palmer, B. M., Codling, R. M., & Mazzoni, S. A. (1996). Assessing motivation to read. The Reading Teacher, 49(7), 518–533. https://doi.org/10.1598/RT.49.7.2
   Web of Science ®Google Scholar
• Gomez, K. (2009). “Living the literate life”: How teachers make connections between the personal and professional literate selves. Reading Psychology, 30(1), 20–50. https://doi.org/10.1080/02702710802271990
   Google Scholar
• Guthrie, J. T., & Alvermann, D. E. (1999). Engaged reading: Processes, practices, and policy implications. Teachers College Press.
   Google Scholar
• Guthrie, J. T., Wigfield, A., Metsala, J. L., & Cox, K. E. (1999). Motivational and cognitive predictors of text comprehension and reading amount. Scientific Studies of Reading, 3(3), 231–256. https://doi.org/10.1207/s1532799xssr0303_3
   Google Scholar
• Guthrie, J. T., Wigfield, A., & Perencevich, K. C. (Eds.). (2004). Motivating reading comprehension: Concept-oriented reading instruction. Erlbaum.
   Google Scholar
• Guthrie, J. T., Wigfield, A., & VonSecker, C. (2000). Effects of integrated instruction on motivation and strategy use in reading. Journal of Educational Psychology, 92(2), 331–341. https://doi.org/10.1037/0022-0663.92.2.331
   Web of Science ®Google Scholar
• Han, J., Yin, H., & Boylan, M. (2016). Teacher motivation: Definition, research development and implications for teachers. Cogent Education, 3(1), 1217819. Article 1217819. https://doi.org/10.1080/2331186X.2016.1217819
   Web of Science ®Google Scholar
• Harris, T., & Hodges, R. (Eds.). (1981). A dictionary of reading and related terms. International Reading Association.
   Google Scholar
• Hsin, A., & Xie, Y. (2014). Explaining Asian Americans’ academic advantage over Whites. PNAS Proceedings of the National Academy of Sciences of the United States of America, 111(23), 8416–8421. https://doi.org/10.1073/pnas.1406402111
   PubMed Web of Science ®Google Scholar
• Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
   Web of Science ®Google Scholar
• Irwin, V., Zhang, J., Wang, X., Hein, S., Wang, K., Roberts, A., York, C., Barmer, A., Bullock Mann, F., Dilig, R., & Parker, S. (2021). Report on the condition of education 2021. NCES 2021-144, U.S. Department of Education, National Center for Education. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2021144
   Google Scholar
• Kambara, H., Chen, P. Y., Adachi, S., & Lin, Y. C. (2021). Validating the adult motivation for reading scale with Japanese college students. International Journal of Educational Research, 108, Article 101752, 101752. https://doi.org/10.1016/j.ijer.2021.101752
   Web of Science ®Google Scholar
• Lanza, S. T., Bray, B. C., & Collins, L. M. (2013). An introduction to latent class and latent transition analysis. In J. A. Schinka, W. F. Velicer, & I. B. Weiner (Eds.), Handbook of psychology (pp. 691–716). John Wiley & Sons, Inc.
   Google Scholar
• Lo, Y., Mendell, N. R., & Rubin, D. B. (2001). Testing the number of components in a normal mixture. Biometrika, 88(3), 767–778. https://doi.org/10.1093/biomet/88.3.767
   Web of Science ®Google Scholar
• Maden, S. (2018). Digital reading habits of pre-service Turkish language teachers. South African Journal of Education, 38(2), S1–S12. https://doi.org/10.15700/saje.v38ns2a1641
   Google Scholar
• Malloy, J. A., Marinak, B. A., Gambrell, L. B., & Mazzoni, S. A. (2013). Assessing motivation to read: The motivation to read profile–revised. The Reading Teacher, 67(4), 273–282. https://doi.org/10.1002/trtr.1215
   Web of Science ®Google Scholar
• Marsh, H. W., Lüdtke, O., Trautwein, U., & Morin, A. J. S. (2009). Classical latent profile analysis of academic self-concept dimensions: Synergy of person- and variable-centered approaches to theoretical models of self-concept. Structural Equation Modeling, 16(2), 191–225.https://doi.org/10.1080/10705510902751010
   Web of Science ®Google Scholar
• Marsh, H. W., Morin, A. J., Parker, P. D., & Kaur, G. (2014). Exploratory structural equation modeling: An integration of the best features of exploratory and confirmatory factor analysis. Annual Review of Clinical Psychology, 10(1), 85–110. https://doi.org/10.1146/annurev-clinpsy-032813-153700
   PubMed Web of Science ®Google Scholar
• McGeown, S. P. (2015). Sex or gender identity? Understanding children’s reading choices and motivation. Journal of Research in Reading, 38(1), 35–46. https://doi.org/10.1111/j.1467-9817.2012.01546.x
   Web of Science ®Google Scholar
• McKool, S. S., & Gespass, S. (2009). Does Johnny’s reading teacher love to read? How teachers’ personal reading habits affect instructional practices. Literacy Research and Instruction, 48(3), 264–276. https://doi.org/10.1080/19388070802443700
   Google Scholar
• McQuillan, J., & Au, J. (2001). The effect of print access on reading frequency. Reading Psychology, 22(3), 225–248. https://doi.org/10.1080/027027101753170638
   Google Scholar
• Merga, M. K. (2016). I don’t know if she likes reading”: Are teachers perceived to be keen readers, and how is this determined? English in Education, 50(3), 255–269. https://doi.org/10.1111/eie.12126
   Web of Science ®Google Scholar
• Miller, R. (2015). Learning to love reading: A self-study on fostering students’ reading motivation in small groups. Studying Teacher Education, 11(2), 103–123. https://doi.org/10.1080/17425964.2015.1045771
   Web of Science ®Google Scholar
• Mindrila, D. (2017). Exploratory factor analysis: An overview. In D. Mindrila (Ed.), Exploratory factor analysis: Applications in school improvement research (pp. 1–25). Nova Science Publishers.
   Google Scholar
• Molenaar, P. C., & Campbell, C. G. (2009). The new person-specific paradigm in psychology. Current Directions in Psychological Science, 18(2), 112–117. https://doi.org/10.1111/j.1467-8721.2009.01619.x
   Web of Science ®Google Scholar
• Morin, A. J., & Maiano, C. (2011). Cross-validation of the short form of the physical self-inventory (PSI-S) using exploratory structural equation modeling (ESEM). Psychology of Sport and Exercise, 12(5), 540–554. https://doi.org/10.1016/j.psychsport.2011.04.003
   Web of Science ®Google Scholar
• Morin, A. J. S., Marsh, H. W., & Nagengast, B. (2013). Exploratory structural equation modeling. In G. R. Hancock & R. O. Mueller (Eds.), Structural equation modeling: A second course (pp. 395–436). IAP Information Age Publishing.
   Google Scholar
• Morrison, T. G., Jacobs, J. S., & Swinyard, W. R. (1999). Do teachers who read personally use recommended literacy practices in their classrooms? Reading Research and Instruction, 38(2), 81–100. https://doi.org/10.1080/19388079909558280
   Google Scholar
• Mour, S. I. (1977). Do teachers read? The Reading Teacher, 30(4), 397–401. https://www.jstor.org/stable/20194284
   Web of Science ®Google Scholar
• Mueller, D. L. (1973). Teacher attitudes toward reading. Journal of Reading, 17(3), 202–205. https://www.jstor.org/stable/40014231
   Google Scholar
• Muthén, B. (2004). Latent variable analysis: Growth mixture modeling and related techniques for longitudinal data. In D. Kaplan (Ed.), Handbook of quantitative methodology for the social sciences (pp. 345–368). Sage. https://doi.org/10.4135/9781412986311.n19
   Google Scholar
• Nathanson, S., Pruslow, J., & Levitt, R. (2008). The reading habits and literacy attitudes of inservice and prospective teachers: Results of a questionnaire survey. Journal of Teacher Education, 59(4), 313–321. https://doi.org/10.1177/0022487108321685
   Web of Science ®Google Scholar
• Neugebauer, S. R., & Gilmour, A. F. (2020). The ups and downs of reading across content areas: The association between instruction and fluctuations in reading motivation. Journal of Educational Psychology, 112(2), 344–363. https://doi.org/10.1037/edu0000373
   Web of Science ®Google Scholar
• Nootens, P., Morin, M., Alamargot, D., Gonçalves, C., Venet, M., & Labrecque, A. (2019). Differences in attitudes toward reading: A survey of pupils in grades 5 to 8. Frontiers in Psychology. 9, Article 2773. https://doi.org/10.3389/fpsyg.2018.02773
   PubMed Web of Science ®Google Scholar
• Nowicki, E. A., & Lopata, J. (2017). Children’s implicit and explicit gender stereotypes about mathematics and reading ability. Social Psychology of Education, 20(2), 329–345. https://doi.org/10.1007/s11218-015-9313-y
   Web of Science ®Google Scholar
• Nylund, K. L., Asparouhov, T., & Muthén, B. O. (2007). Deciding on the number of classes in latent class analysis and growth mixture modeling: A Monte Carlo simulation study. Structural Equation Modeling, 14(4), 535–569. https://doi.org/10.1080/10705510701575396
   Web of Science ®Google Scholar
• Olsson, U., Drasgow, F., & Dorans, N. J. (1982). The polyserial correlation coefficient. Psychometrika, 47(3), 337–347. https://doi.org/10.1007/BF02294164
   Web of Science ®Google Scholar
• Pasha-Zaidi, N., Hines, V., & Afari, E. (2022). More than words: A study of ethnic identity, reading self-efficacy, and reading practices of Hispanic American and African American adults. Reading Psychology, 43(2), 105–128. https://doi.org/10.1080/02702711.2021.1888343
   Web of Science ®Google Scholar
• Powell-Brown, A. (2003/2004). Can you be a teacher of literacy if you don’t love to read? Journal of Adolescent & Adult Literacy, 47(4), 284–288. https://www.jstor.org/stable/40014774
   Web of Science ®Google Scholar
• Ramaswamy, V., Desarbo, W., Reibstein, D., & Robinson, W. (1993). An empirical pooling approach for estimating marketing mix elasticities with PIMS data. Marketing Science, 12(1), 103–124. https://doi.org/10.1287/mksc.12.1.103
   Web of Science ®Google Scholar
• Raufelder, D., Jagenow, D., Hoferichter, F., & Drury, K. M. (2013). The person-oriented approach in the field of educational psychology. Problems of Psychology in the 21st Century, 5(1), 79–88. https://doi.org/10.33225/ppc/13.05.79
   Google Scholar
• Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.https://doi.org/10.1037//0003-066x.55.1.68
   PubMed Web of Science ®Google Scholar
• Ryan, R. M., & Deci, E. L. (2008). Self-determination theory and the role of basic psychological needs in personality and the organization of behavior. In O. P. John, R. W. Robins, & L. A. Pervin (Eds.), Handbook of personality: Theory and research (pp. 654–678). The Guilford Press.
   Google Scholar
• Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publishing.
   Google Scholar
• Salmerón, L., Strømsø, H. I., Kammerer, Y., Stadtler, M., & van den Broek, P. (2018). Comprehension processes in digital reading. In M. Barzillai, J. Thomson, S. Schroeder, & P. van den Broek (Eds.), Learning to read in a digital world () (pp. 91–120). https://doi.org/10.1075/swll.17.04sal. John Benjamins Publishing Company.
   Google Scholar
• Schiefele, U., Schaffner, E., Möller, J., & Wigfield, A. (2012). Dimensions of reading motivation and their relation to reading behavior and competence. Reading Research Quarterly, 47(4), 427–463. https://doi.org/10.1002/RRQ.030
   Web of Science ®Google Scholar
• Schutte, N. S., & Malouff, J. M. (2007). Dimensions of reading motivation: Development of an Adult Reading Motivation Scale. Reading Psychology, 28(5), 469–489. https://doi.org/10.1080/02702710701568991
   Google Scholar
• Sokal, L., Katz, H., Chaszewski, L., & Wojcik, C. (2007). Good-bye, Mr. Chips: Male teacher shortages and boys’ reading achievement. Sex Roles, 56(9–10), 651–659. https://doi.org/10.1007/s11199-007-9206-4
   Web of Science ®Google Scholar
• Stanovich, K. E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. Guilford Publications, Inc.
   Google Scholar
• Stasny, E. A. (2015). Nonsampling errors. In J. D. Wright (Ed.), International encyclopedia of the social & behavioral sciences (2nd, pp. 919–923). Elsevier. https://doi.org/10.1016/B978-0-08-097086-8.42064-7
   Google Scholar
• Sverdlik, A., Hall, N. C., McAlpine, L., & Hubbard, K. (2018). The PhD experience: A review of the factors influencing doctoral students’ completion, achievement, and well-being. International Journal of Doctoral Studies, 13, 361–388. https://doi.org/10.28945/4113
   Google Scholar
• U.S. Census Bureau. (2021, August 12). Racial and ethnic diversity in the United States. https://www.census.gov/library/visualizations/interactive/racial-and-ethnic-diversity-in-the-united-states-2010-and-2020-census.html
   Google Scholar
• van Hecke, T. (2012). Power study of ANOVA versus Kruskal-Wallis test. Journal of Statistics and Management Systems, 15(2–3), 241–247. https://doi.org/10.1080/09720510.2012.10701623
   Google Scholar
• Veltman, C. (1990). The status of the Spanish language in the United States at the beginning of the 21st century. The International Migration Review, 24(1), 108–123. https://doi.org/10.2307/2546674
   PubMed Web of Science ®Google Scholar
• Verghese, J., Lipton, R. B., Katz, M. J., Hall, C. B., Derby, C. A., Kuslansky, G., Ambrose, A. F., Sliwinski, M., & Buschke, H. (2003). Leisure activities and the risk of dementia in the elderly. The New England Journal of Medicine, 348(25), 2508–2516. https://doi.org/10.1056/NEJMoa022252
   PubMed Web of Science ®Google Scholar
• Vermunt, J. K., & Magidson, J. (2002). Latent class cluster analysis. In J. A. Hagenaars & A. L. McCutcheon (Eds.), Applied latent class analysis (pp. 89–106). Cambridge University Press. https://doi.org/10.1017/CBO9780511499531
   Google Scholar
• von Eye, A. (2010). Developing the person-oriented approach: Theory and methods of analysis. Development and Psychopathology, 22(2), 277–285. https://doi.org/10.1017/s0954579410000052
   PubMed Web of Science ®Google Scholar
• von Eye, A., & Bogat, G. A. (2006). Person orientation – Concepts, results, and development. Merrill Palmer Quarterly, 52(3), 390–420. https://doi.org/10.1353/mpq.2006.0032
   Web of Science ®Google Scholar
• Watkins, M. W., & Coffey, D. Y. (2004). Reading motivation: Multidimensional and indeterminate. Journal of Educational Psychology, 96(1), 110–118. https://doi.org/10.1037/0022-0663.96.1.110
   Web of Science ®Google Scholar
• Watson, P. W., Rubie-Davies, C. M., Meissel, K., Peterson, E. R., Flint, A., Garrett, L., & McDonald, L. (2019). Teacher gender, and expectation of reading achievement in New Zealand elementary school students: Essentially a barrier? Gender and Education, 31(8), 1000–1019. https://doi.org/10.1080/09540253.2017.1410108
   Web of Science ®Google Scholar
• Wigfield, A. (1997a). Children’s motivation for reading and reading engagement. In J. T. Guthrie & A. Wigfield (Eds.), Reading engagement (pp. 14–33). International Reading Association.
   Google Scholar
• Wigfield, A. (1997b). Reading motivation: A domain-specific approach to motivation. Educational Psychologist, 32(2), 59–68. https://doi.org/10.1207/s15326985ep3202_1
   Web of Science ®Google Scholar
• Wigfield, A., & Guthrie, J. T. (1997). Relations of children’s motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology, 89(3), 420–432. https://doi.org/10.1037/0022-0663.89.3.420
   Web of Science ®Google Scholar
• Winstead, L., & Wang, C. (2017). From ELLs to bilingual teachers: Spanish-English speaking Latino teachers’ experiences of language shame and loss. Multicultural Education, 24(3–4), 16–25. https://files.eric.ed.gov/fulltext/EJ1162651.pdf
   Google Scholar
• Younger, M., Brindley, S., Pedder, D., & Hagger, H. (2004). Starting points: Student teachers’ reasons for becoming teaching and their preconceptions of what this will mean. European Journal of Teacher Education, 27(3), 245–264. https://doi.org/10.1080/0261976042000290787
   Google Scholar
• Zambo, D. (2011). Action research as signature pedagogy in an education doctorate program: The reality and hope. Innovative Higher Education, 36(4), 261–271. https://doi.org/10.1007/s10755-010-9171-7
   Google Scholar