Skip to main content
SpringerLink
Log in

Comparing relations of motivation, engagement, and achievement among struggling and advanced adolescent readers

Reading and Writing volume 28, pages 239–269 (2015)Cite this article

Abstract

This longitudinal study examined the development of reading motivation, engagement, and achievement in early adolescence by comparing interrelations of these variables in struggling and advanced readers. Participants were 183 pairs of seventh grade students matched in gender, ethnicity, socioeconomic status, and school attended. They completed measures of reading motivations, engagement and comprehension for information text as well as measures of general reading comprehension and reading fluency twice during the school year. Advanced readers showed stronger relations of motivation and engagement with achievement than struggling readers. However, motivation predicted concurrent engagement and growth in engagement similarly for struggling and advanced readers. These results are interpreted as support for the hypothesis that cognitive challenges limit the relations of motivation and engagement to achievement for struggling readers. The discussion also considers the impact of the focus on the information text genre on the relations observed and implications of the findings for achievement motivation theories.

This is a preview of subscription content, access via your institution.

Access options

Buy single article

Instant access to the full article PDF.

USD 39.95

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

References

  • American Psychological Association. (2010). Publication manual of the American Psychological Association. Washington, DC: APA.

    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, 452–477. doi:10.1598/RRQ.34.4.4.

    Article  Google Scholar 

  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.

    Google Scholar 

  • Becker, M., McElvany, N., & Kortenbruck, M. (2010). Intrinsic and extrinsic reading motivation as predictors of reading literacy: A longitudinal study. Journal of Educational Psychology, 102, 773–785. doi:10.1037/a002008.

    Article  Google Scholar 

  • Chapman, J. W., & Tunmer, W. E. (1995). Development of young children’s reading self-concepts: An examination of emerging subcomponents and their relationship with reading achievement. Journal of Educational Psychology, 87, 154–167. doi:10.1037/0022-0663.87.1.154.

    Article  Google Scholar 

  • Christensen, S. L., Reschly, A. L., & Wylie, C. (Eds.). (2012). Handbook of research on student engagement. New York: Springer Science. doi:10.1007/978-1-4614-2018-7.

    Google Scholar 

  • Crocker, L., & Algina, J. (1986). Introduction to classical and modern test theory. New York: Holt, Rinehart, and Winston.

    Google Scholar 

  • Eccles, J. S., & Wang, M. (2012). Part I commentary: So what is student engagement anyway? In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 133–145). New York: Springer Science. doi:10.1007/978-1-4614-2018-7_6.

    Chapter  Google Scholar 

  • Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109–132. doi:10.1146/annurev.psych.53.100901.135153.

    Article  Google Scholar 

  • Frazier, P. A., Tix, A. P., & Barron, K. E. (2004). Testing moderator and mediator effects in counseling psychology research. Journal of Counseling Psychology, 51, 115–134. doi:10.1037/0022-0167.51.1.115.

    Article  Google Scholar 

  • Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59–109. doi:10.3102/00346543074001059.

    Article  Google Scholar 

  • Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95, 148–162. doi:10.1037/0022-0663.95.1.148.

    Article  Google Scholar 

  • Gottfried, A. E. (1990). Academic intrinsic motivation in young elementary school children. Journal of Educational Psychology, 82, 525–538. doi:10.1037/0022-0663.82.3.525.

    Article  Google Scholar 

  • Guthrie, J. T., Wigfield, A., & Klauda, S. L. (2012a). Adolescents’ engagement in academic literacy (Report No. 7). University of Maryland, College Park. Retrieved from http://www.corilearning.com/research-publications.

  • Guthrie, J. T., Wigfield, A., & You, W. (2012b). Instructional contexts for engagement and achievement in reading. In S. L. Christensen, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 601–634). New York: Springer Science. doi:10.1007/978-1-4614-2018-7_29.

    Chapter  Google Scholar 

  • Guthrie, J. T., & Ho, A. N. (2013). Patterns of association among multiple motivations and aspects of achievement in reading. Reading Psychology, 34, 101–147.

  • Guthrie, J. T., Ho, A. N., & Klauda, S. L. (2013). Modeling the relationships among reading instruction, motivation, engagement, and achievement for adolescents. Reading Research Quarterly, 48, 9–26.

  • Hannon, B., & Daneman, M. (2001). A new tool for measuring and understanding individual differences in the component processes of reading comprehension. Journal of Educational Psychology, 93, 103–128. doi:10.1037/0022-0663.93.1.103.

    Article  Google Scholar 

  • Johnson, K. M. (2005). Review of the Gates-MacGinitie Reading Tests, Fourth Edition, Forms S and T. In R. A. Spies & B. S. Plake (Eds.), The sixteenth mental measurements yearbook [electronic version]. Retrieved from EBSCOhost Mental Measurements Yearbook database.

  • Klauda, S. L., & Guthrie, J. T. (2008). Relationships of three components of reading fluency to reading comprehension. Journal of Educational Psychology, 100, 310–321.

  • Kintsch, W., & Kintsch, E. (2005). Comprehension. In S. G. Paris & S. A. Stahl (Eds.), Children’s reading comprehension and assessment (pp. 71–92). Mahwah, NJ: Erlbaum.

    Google Scholar 

  • Kuhn, M. R., & Stahl, S. A. (2003). Fluency: A review of developmental and remedial practices. Journal of Educational Psychology, 95, 3–21. doi:10.1037/0022-0663.95.1.3.

    Article  Google Scholar 

  • Lee, J., & Zentall, S. S. (2012). Reading motivational differences among groups: Reading disability (RD), attention deficit hyperactivity disorder (ADHD), RD + ADHD, and typical comparison. Learning and Individual Differences, 22, 778–785. doi:10.1016/j.lindif.2012.05.010.

    Article  Google Scholar 

  • Legault, L., Green-Demers, I., & Pelletier, L. (2006). Why do high school students lack motivation in the classroom? Toward an understanding of academic amotivation and the role of social support. Journal of Educational Psychology, 98, 567–582. doi:10.1037/0022-0663.98.3.567.

    Article  Google Scholar 

  • Livingston, S. A. (2004). Equating test scores (without IRT). Princeton, NJ: Educational Testing Service.

    Google Scholar 

  • Logan, S., Medford, E., & Hughes, N. (2011). The importance of intrinsic motivation for high and low ability readers’ reading comprehension performance. Learning and Individual Differences, 21, 124–128. doi:10.1016/j.lindif.2010.09.011.

    Article  Google Scholar 

  • MacGinitie, W. H., MacGinitie, R. K., Maria, K., & Dreyer, L. G. (2000a). Gates-MacGinitie reading tests (4th ed.). Itasca, IL: Riverside.

    Google Scholar 

  • MacGinitie, W. H., MacGinitie, R. K., Maria, K., & Dreyer, L. G. (2000b). Gates-MacGinitie reading tests: Directions for administration (4th ed.). Itasca, IL: Riverside.

    Google Scholar 

  • McGrew, K. S., Schrank, F. A., & Woodcock, R. W. (2007). Woodcock-Johnson III normative update technical manual. Rolling Meadows, IL: Riverside.

    Google Scholar 

  • McInerney, D. M., Dowson, M., & Yeung, A. S. (2005). Facilitating conditions for school motivation: Construct validity and applicability. Educational and Psychological Measurement, 65, 1046–1066. doi:10.1177/0013164405278561.

    Article  Google Scholar 

  • Meece, J. L., & Miller, S. D. (2001). Longitudinal analysis of elementary school students’ achievement goals in literacy activities. Contemporary Educational Psychology, 26, 454–480. doi:10.1006/ceps.2000.1071.

    Article  Google Scholar 

  • Mol, S., & Bus, A. (2011). To read or not to read: A meta-analysis of print exposure from infancy to early adulthood. Psychological Bulletin, 137, 267–296. doi:10.1037/a0021890.

    Article  Google Scholar 

  • Morgan, P. L., & Fuchs, D. (2007). Is there a bidirectional relationship between children’s reading skills and reading motivation? Exceptional Children, 73, 165–183.

    Article  Google Scholar 

  • National Center for Education Statistics. (2011). The nation’s report card: Reading 2011 (NCES 2012–457). Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.

    Google Scholar 

  • Nippold, M. A., Duthie, J. K., & Larsen, J. (2005). Literacy as a leisure activity: Free-time preferences of older children and young adolescents. Language, Speech, and Hearing Services in Schools, 36, 93–102. doi:10.1044/0161-1461(2005/009.

    Article  Google Scholar 

  • Reeve, J. (2012). A self-determination theory perspective on student engagement. In S. L. Christensen, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 149–173). New York: Springer Science. doi:10.1007/978-1-4614-2018-7_7.

    Chapter  Google Scholar 

  • Retelsdorf, J., Koller, O., & Moller, J. (2011). On the effects of motivation on reading performance growth in secondary school. Learning and Instruction, 21, 550–559. doi:10.1016/j.learninstruc.2010.11.001.

    Article  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, 68–78. doi:10.1037/0003-066X.55.1.68.

    Article  Google Scholar 

  • Saarnio, D. A., Oka, E. R., & Paris, S. G. (1990). Developmental predictors of children’s reading comprehension. In T. H. Carr & B. A. Levy (Eds.), Reading and its development: Component skills approaches (pp. 57–79). San Diego, CA: Academic Press.

    Google Scholar 

  • Schrank, F. A., Mather, N., & Woodcock, R. W. (2004). Woodcock-Johnson III diagnostic reading battery comprehensive manual. Itasca, IL: Riverside.

    Google Scholar 

  • Sideridis, G., Mouzaki, A., Simos, P., & Protopapas, A. (2006). Classification of students with reading comprehension difficulties: The roles of motivation, affect, and psychopathology. Learning Disability Quarterly, 29, 159–180. doi:10.2307/30035505.

    Article  Google Scholar 

  • Skinner, E. A., & Pitzer, J. (2012). Developmental dynamics of student engagement, coping, and everyday resilience. In S. L. Christensen, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 21–45). New York: Springer Science. doi:10.1007/978-1-4614-2018-7_2.

    Chapter  Google Scholar 

  • Solheim, O. J. (2011). The impact of reading self-efficacy and task value on reading comprehension scores in different item formats. Reading Psychology, 32, 1–27. doi:10.1080/02702710903256601.

    Article  Google Scholar 

  • Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Boston: Allyn and Bacon.

    Google Scholar 

  • Taboada, A., Tonks, S. M., Wigfield, A., & Guthrie, J. (2009). Effects of motivational and cognitive variables on reading comprehension. Reading and Writing: An Interdisciplinary Journal, 22, 85–106.

  • Trautwein, U., Lüdtke, O., Schnyder, I., & Niggli, A. (2006). Predicting homework effort: Support for a domain-specific, multilevel homework model. Journal of Educational Psychology, 98, 438–456. doi:10.1037/0022-0663.98.2.438.

    Article  Google Scholar 

  • van den Broek, P., Virtue, S., Everson, M. G., Tzeng, Y. T., & Sung, Y. (2002). Comprehension and memory of science texts: Inferential processes and the construction of a mental representation. In J. Otero, J. A. Leon, & A. C. Graesser (Eds.), The psychology of science text comprehension (pp. 131–154). Mahwah, NJ: Erlbaum.

    Google Scholar 

  • Wentzel, K. R. (1996). Social goals and social relationships as motivators of school adjustment. In J. Juvonen & K. R. Wentzel (Eds.), Social motivation: Understanding children’s school adjustment (pp. 226–247). New York: Cambridge University Press. doi:10.1017/CBO9780511571190.012.

    Chapter  Google Scholar 

  • Wigfield, A., & Cambria, J. (2010). Children’s achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 35, 1–30.

  • Woodcock, R. W., Schrank, F. A., Mather, N., & McGrew, K. S. (2007). Woodcock-Johnson III tests of achievement, form C/brief battery. Rolling Meadows, IL: Riverside Publishing.

    Google Scholar 

Download references

Acknowledgments

The research described herein was supported by Grant R01HD052590 from the National Institute of Child Health and Human Development awarded to John T. Guthrie.

Author information

Authors and Affiliations

  1. Department of Human Development, University of Maryland, College Park, College Park, MD, USA

    John T. Guthrie

  2. 10322 Crestmoor Drive, Silver Spring, MD, 20901, USA

    Susan Lutz Klauda

Authors
  1. Susan Lutz Klauda
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. John T. Guthrie
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Susan Lutz Klauda.

Rights and permissions

Reprints and Permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Klauda, S.L., Guthrie, J.T. Comparing relations of motivation, engagement, and achievement among struggling and advanced adolescent readers. Read Writ 28, 239–269 (2015). https://doi.org/10.1007/s11145-014-9523-2

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11145-014-9523-2

Keywords

search

Navigation