Educational Research and Reviews

  • Abbreviation: Educ. Res. Rev.
  • Language: English
  • ISSN: 1990-3839
  • DOI: 10.5897/ERR
  • Start Year: 2006
  • Published Articles: 2008

Full Length Research Paper

Book reading motivation scale: Reliability and validity study

Mehmet Katrancı
Kırıkkale University Faculty of Education, Yahsihan, Kırıkkale, Turkey
Email: [email protected]

  •  Received: 05 December 2014
  •  Accepted: 28 January 2015
  •  Published: 10 February 2015

References

 

Arıcı AF (2008). Why don't we like reading? Interviews with undergraduates. Mustafa Kemal University J. Social Sci. Institute. 5(10):91-100.

 

Aydemir Z, Öztürk, E (2013). Reading motivation scale for texts: A validity and reliability study. IlköÄŸretim Online, 12(1): 66‐76. ilkogretim-online.org.tr/vol12say1/v12s1m5.pdf. Date of Accessed: 12.11.2014.

 

Baker L, Wigfield A (1999). Dimensions of children's motivation for reading and their relations to reading activity and reading achievement. Reading Res. Q. 34:452–477.
Crossref

 

Balcı, A, Uyar Y, Büyükikiz, KK (2012). The examinatıon of reading habits, frequency to use library and attitudes towards reading of 6 th grade primary school students. Turk. Stud. 7(4):965-985.

 

Bandura A (1977). Social Learning Theory. New York: General Learning.

 

Bandura A, Cervone D (1983). Self-evaluative and self-efficacy mechanisms governing the motivational effects of goal systems. J. Personality Social Psychol. 45:586-598.
Crossref

 

Bandura A (1994). Self-efficacy. In VS Ramachaudran (Ed.) Encyclopedia of human behavior (pp. 71-81). New York: Academic Press.

 

Becker M, Mcelvany N, Kortenbruck M (2010). Intrinsic and extrinsic reading motivation as predictors of reading literacy: A longitudinal study. J. Educ. Psychol. 102(4):773-785.
Crossref

 

Bentler PM, Bonett DG (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88:588-606.
Crossref

 

Bentler PM (1980) Multivariate analysis with latent variables: causal modeling. Annual Rev. Psychol. 3:419-456.
Crossref

 

Byrne BM, Campbell TL (1999). Cross-cultural comparisons and the presumption of equivalent measurement and theoretical structure: A look beneath the surface. J. Cross-Cultural Psychol. 30:555-574.
Crossref

 

Büyüköztürk Åž (2007). Data analysis for the social sciences. Ankara: Pegem A Publishing.

 

Calp Åž (2013). The relationship between perceived autonomy support and perceived academic competence with autonomous academic motivation and academic success. (Unpublished doctoral dissertation). Gazi University Institute of Education, Ankara.

 

Chapman JW, Tunmer, WE (2003). Reading difficulties, reading-related self-perceptions, and strategies for overcoming negative self-beliefs. Reading & Writing Quarterly, 19: 5-24.
Crossref

 

Demire V, ÇintaÅŸ Yıldız D, Sünbül AM (2011). The relationship between primary school students' computer-internet usage and reading habits: Sample of Konya. Ä°lköÄŸretim Online, 10(3): 1028-1036. http//:ilkogretim-online.org.tr/vol10say3/v10s3m17.doc. Date of Accessed: 18.01.2015.

 

Durualp E, Durualp E, ÇiçekoÄŸlu P (2013). A study on students' attitudes towards reading in terms of some variables at 6-8 grade level. Çankırı Karatekin University J. Institute of Social Sci. 4(1):159-174.

 

Eccless JS, Wigfield A (2000). Motivational beliefs, values, and goals. Annual Rev. Psychol. 53:109-132.
Crossref

 

Gambrell LB, Palmer BM, Codling RM, Mazzoni SA (1996). Assessing motivation to read. The Reading Teacher. 49: 2-19.
Crossref

 

Gambrell LB, Codling RM (1997). Fostering reading motivation: Insights from theory and research. K Camperell, BL Hayes, Telfer, R (Eds.) Promises, progress and possibilities: Perspectives of literacy education. Seventeenth Yearbook of the American Reading Forum.

 

Guthrie JT, Wigfield A, VonSecker C (2000). Effects of integrated instruction on motivation and strategy use in reading. J. Educ. Psychol. 92(2): 331-341.
Crossref

 

Guthrie, JT, Davis, MH (2003). Motivating struggling readers in middle school through an engagement model of classroom practice. Read. Writing Q. 19: 59-85.
Crossref

 

Guthrie JT, Laurel A, Hoa W, Wigfield A, Tonks SM, Humenick NM, Litt E (2007). Reading motivation and reading comprehension growth in the later elementary years. Contemporary Educ. Psychol. 32:282-31.
Crossref

 

Hooper D, Coughlan J, Mullen MR (2008). Structural equation modelling: Guidelines for determining model fit. Journal of Business Research Methods, 6:53-60.

 

Kraayenoord CE, Beinicke A, Schlagmüller M, Schneider W (2012). Word identification, metacognitive knowledge, motivation and reading comprehension: An Australian study of grade 3 and 4 pupils. Austr. J. Language Literacy. 35(1):51-68.

 

Leech NL, Barrett KC, Morgan GA (2005). Spss for intermediate statistics: Use and interpretation. (2nd Edition). New Jersey: Lawrence Erlbaum Associates.

 

Logan S, Medford E, Hughes N (2010). The importance of intrinsic motivation for high and low ability readers' reading comprehension performance. Learning and Individual Differences, 21:124-128.
Crossref

 

Margolis H, Mccabe PP (2004). Self-efficacy a key to improving the motivation of struggling learners. The Clearing House. 77(6):241-249.
Crossref

 

Marsh HW, Hoceva D (1988). A new, more powerful approach to multitrait-multimethod analyses: Application of second-order confirmatory factor analysis. J. Appl. Psychol. 73:107-117.
Crossref

 

Marsh, HW, Hau, KT, Artelt, C, Baumert, J, Peschar, JL (2006). OECD's brief self-report measure of educational psychology's most useful affective constructs: Cross-cultural, psychometric comparisons across 25 countries. Int. J. Testing. 6(4):311-360.
Crossref

 

McKenna MC., Kear DJ, Ellsworth RA (1995). Children's attitudes toward reading: A national survey. Reading Res. Q. 30:934-955.
Crossref

 

Öztürk E, Aydemir Ä°leri Z (2013). Beginning readers' motivatıon for reading, daily times and family read a book by the evaluation of reading. Kastamonu Education Journal, 21(3): 1105-1116.

 

Paige DD (2011). Engaging struggling adolescent readers through situational interest: A model proposing the relationships among extrinsic motivation, oral reading proficiency, comprehension, and academic achievement. Reading Psychol. 32:395-425.
Crossref

 

Reeve J (2009). Understanding Motivation And Emotion. (5th. Ed.). John Wiley: New Jersey.

 

Ryan RM, Deci EL (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educ. Psychol. 25:54-67.
Crossref

 

Schunk DH (2003). Self-efficacy for reading and writing: Influence of modeling, goal setting, and self-evaluation. Reading Writing Q. 19:159-172.
Crossref

 

Scott JE (1996). Self-efficacy: A key to literacy learning. Reading Horizons, 36:195-213.

 

Schunk DH (1991). Self-efficacy and academic motivation. Educ. Psychol. 26:207-231.
Crossref

 

Åžencan H (2005). Reliability and validity in the social and behavioral measures. Ankara: Seçkin Publishing.

 

Tekin H (2000). EÄŸitimde ölçme ve deÄŸerlendirme. Ankara: Yargı Yayınevi.

 

Yıldız M (2010). The relationship between 5th graders reading comprehension, reading motivation and reading habits. (Unpublished doctoral dissertation). Gazi University Institute of Education, Ankara.

 

Yıldız M (2013a). Adaptation of the motivation to read profile to Turkish. International Journal of Academic Research Part B, 5(4): 196-199.
Crossref

 

Yıldız M (2013b). A study on the reading motivation of elementary 3rd, 4th, and 5th grade students. Educ. Sci. 38(168): 260-271.

 

Yıldız M, Yıldırım K, AteÅŸ S, Çetinkaya Ç (2013). Turkish adaptation of adult reading motivation inventory. Electronic J. Social Sci. 12(44):348-359.

 

Yurdugül H (2005). The use of content validity index for the content validity of the scale development study. XIV. National Educational Sciences Congress, Pamukkale University Faculty of Education, Denizli.

 

Wang JHY, Guthrie JT (2004). Modeling the effects of intrinsic motivation, extrinsic motivation, amount of reading, and past reading achievement on text comprehension between U.S. and Chinese students. Reading Res. Q. 39:162-186.
Crossref

 

Wigfield A, Guthrie JT (1997). Relations of children's motivation for reading to the amount and breadth of their reading. J. Educ. Psychol. 89(3):420-432.
Crossref

 

Wigfield A, Guthrie, JT, Tonks, S, Perencevich, KC (2004). Children's motivation for reading: Domain specificity and instructional influences. J. Educ. Res. 97(6):299-309.
Crossref

 

Zimmerman BJ (2000). Self-efficacy: an essential motive to learn. Contemporary Educ. Psychol. 25:82-91.
Crossref

 

Zimmerman BJ, Bandura, A, Martinez-Pons, M (1992). Selfmotivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. Am. Educ. Res. J. 29:663-676.
Crossref