Factorial and Construct Validity of a New Instrument for the Assessment of Reading Motivation

Abstract

Reading motivation has been defined consistently as a multidimensional construct. However, there is some disagreement regarding the number and nature of the dimensions of reading motivation. In particular, there is a lack of studies investigating the dimensional structure and measurement invariance (e.g., across gender) of reading motivation questionnaires. Based on earlier instruments, qualitative findings referring to students’ reasons for reading, and theoretical considerations, we developed the Reading Motivation Questionnaire (RMQ). A sample of 883 sixth-grade students was presented with 34 reading motivation items pertaining to seven dimensions. Five of these dimensions (i.e., curiosity, involvement, grades, competition, social recognition) referred to Wigfield and Guthrie's Motivations for Reading Questionnaire, whereas two dimensions (i.e., emotional regulation, relief from boredom) were based on recent qualitative findings. The results from confirmatory factor analyses supported the hypothesized factor structure. In addition, three higher order factors were identified: intrinsic, extrinsic, and regulatory reading motivation. Moreover, strict measurement invariance across female and male students and across groups with low versus high reading competence was established. Construct validity of the RMQ was supported by the contributions of the RMQ factors to reading amount, fluency, and comprehension and by the predicted gender differences in the dimensions of reading motivation. 变性(例如,跨性别)的调查。本文作者根据先前的研究工具、学生阅读原因的定性调查结果,以及理论的考虑,发展了一套《阅读动机问卷-RMQ》。该问卷由七个维度组成,共有34个题项,调查样本为883名小学六年级学生。该问卷其中五个维度(好奇心、参与、成绩、竞争、社会认可)是以Wigfield和Guthrie的《阅读动机问卷-MRQ》作为参考,而其余两个维度(情绪调节、厌倦缓解)是以最近的定性研究结果作为基础。实证性因子分析的结果支持本研究的因子结构假设;并确认出三种较高层次因子:内在、外在和调节性的阅读动机。此外,本研究亦建立出严格的,跨男女组别和跨阅读能力高低组别的测量不变性。RMQ的建构效度得到以下两种分析结果的支持:贡献因子对阅读量、流畅度和理解能力的贡献分析结果,以及阅读动机维度中的性别差异的预测结果。 La motivación lectora se ha definido consistentemente como un constructo multidimensional. Sin embargo, hay desacuerdos en cuanto al número y la naturaleza de las dimensiones de la motivación lectora. En particular, hay una falta de estudios sobre la estructura dimensional y la invariancia en las medidas (por ej. a través de los géneros) de los cuestionarios sobre la motivación lectora. Basándonos en instrumentos anteriores, en los resultados cualitativos con referencia a las razones por las que los estudiantes leen, y en consideraciones teóricas, desarrollamos el Cuestionario de la Motivación Lectora (RMQ por sus siglas en inglés). Se les dio a una muestra de 883 estudiantes de sexto grado 34 elementos de motivación lectora relacionados a siete dimensiones. Cinco de estas dimensiones (la curiosidad, el compromiso, las notas, la competencia, el reconocimiento) se referían al Cuestionario de la Motivaciones Lectoras de Wigfield y Guthrie, mientras que dos dimensiones (la regulación emocional, librarse del aburrimiento) se basaron en resultados cualitativos recientes. Los resultados de los análisis de los factores confirmativos apoyaron la hipótesis planteada sobre la estructura de factores. Además, se identificaron tres factores de orden superior: intrínseco, extrínseco y la motivación lectora reguladora. Aún más, se estableció la invariancia de medida estricta a través de estudiantes masculinos y femeninos y a través de grupos de nivel de competencia baja y alta. La validez del constructo del RMQ fue apoyada por las contribuciones de los factores del RMQ a la cantidad de lectura, la fluidez, y la comprensión y por las diferencias de género pronosticadas en las dimensiones de la motivación lectora. التحفيز للقراءة تم تعريفه دائما على انه بناء متعدد الأبعاد. ومع ذلك، هناك بعض الخلاف بشأن عدد وطبيعة أبعاد دوافع القراءة. على وجه الخصوص، هناك نقص في الدراسات التي تحقق هيكل الأبعاد وثبات المقايس (على سبيل المثال، عبر إختلاف الجنس) في استبيانات دوافع القراءة. بناءً على وسائل سابقة والنتائج النوعية المشيرة الى دوافع القراءة عند الطلبة، والاعتبارات النظرية، قمنا بتطوير استبيان دوافع القراءة (RMQ). عينة من 883 طالبا في الصف السادس أعطوا 34 دافعاً للقراءة متعلقة بسبعة أبعاد. خمسة من هذه الأبعاد (وهي: الفضول، والمشاركة والعلامات، والمنافسة، والدوافع الاجتماعية) التي أشار إليها استبيان دوافع القراءة عند ويغفيلد وغوثري (Wigfield and Guthrie)، والبعدين الأخرين (أي الإستعداد العاطفي، وإزالة الملل) أشارة إليهما الاكتشافات النوعية الجديدة. النتائج من تحليل العامل التأكيدي دعم عامل البنية المفترض. وبالإضافة إلى ذلك، تم التعرف على ثلاثة عوامل أساسية هي: دافع القراءة الجوهرية والغير جوهرية والتنظيمية. وعلاوة على ذلك، قد تم تأسيس مقياس ثباتة الدقيق عبر الإناث والذكور من الطلاب وعبر كفاءات القراءة المنخفضة مقابل المرتفعة من مجموعة الطلاب. وجاء تأييد صحة بناء RMQ من مساهمات عوامل RMQ لكمية القراءة ،وطلاقة القراءة، والفهم والفروق المتوقعة لدوافع القراءة بين الجنسين. Всегда считалось, что мотивация к чтению многомерна. Однако мнения по поводу количества и природы ее параметров разнятся. В частности, мало исследованы сами опросные листы, т.е. структура замеров и инвариантность параметров (например, по гендерному признаку). Основываясь на ранее существовавшем инструментарии, качественных исследованиях причин, побуждающих школьников к чтению, и некоторых теоретических соображениях, мы разработали анкету по мотивации к чтению (Reading Motivation Questionnaire – RMQ). Группе из 883 шестиклассников были предложены 34 возможных мотива для чтения, относящихся к семи основным параметрам. Пять из этих семи параметров (любознательность, причастность, оценки, соревнование, социальное признание) взяты из опросных листов Уигфилда и Гатри (Wigfield and Guthrie) , а остальные два параметра (регулирование эмоций, избавление от скуки) основаны на недавно полученных качественных результатах. Итог подтверждающего факторного анализа свидетельствует о том, что выдвинутая гипотеза о составе и природе мотивации верна. Дополнительно выявлены три фактора высокого порядка: внутренняя, внешняя и регуляционная мотивация. 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