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Relations among Motivation for Reading, Reading Activity, and Korean Reading Achievement

박혜숙 1

1호남대학교

Candidate

ABSTRACT

This study investigated the relationships among motivation for reading, reading activity (hours spent on reading included), and reading achievement. Nine factors (i.e., involvement, curiosity, competition, social, self-efficacy, grade-compliance, recognition, goal-oriented competition, person-oriented competition, avoidance) of elementary school children's motivation for reading were identified. In addition, two groups of children(‘readers' vs. 'nonreaders') were selected based on their time spent for reading. Using these nine variables as independent variables, a discriminant analysis was conducted to investigate how well these nine factors (variables) categorize the two groups, 'readers' vs. 'nonreaders.' All nine variables turned out to be statistically and practically significant predictors and the discriminant function predicted each group membership correctly 81.4% of the occasions. This implies that children who are motivated tend to spend more time reading. In addition, children who are 'readers' demonstrated higher reading achievement than 'nonreaders.'

Citation status

* References for papers published after 2023 are currently being built.