John T. Guthrie|Susan Lutz Klauda|Amy N. Ho
Modeling the Relationships Among Reading Instruction, Motivation, Engagement, and Achievement for Adolescents
University of Maryland, College Park|University of Maryland, College Park|University of Maryland, College Park
abstract study modeled interrelationships reading instruction motivation engagement achievement two contexts employing data 1159 seventh graders traditional readinglanguage arts r la context students participated traditional r la instruction intervention r la context 854 students full sample received conceptoriented reading instruction cori remainder continued receive traditional r la cori emphasizes support reading motivation reading engagement cognitive strategies reading informational text seven motivation constructs included four motivations usually positively associated achievement intrinsic motivation selfefficacy valuing prosocial goals three motivations usually negatively associated achievement perceived difficulty devaluing antisocial goals reading engagement also represented positive negative constructs namely dedication avoidance reading gender ethnicity income statistically controlled analyses traditional r la context total network model prevailed motivation associated achievement directly indirectly engagement contrast intervention r la context dualeffects model prevailed engagement achievement separate outcomes instruction motivation intervention r la context analyses revealed cori associated positive changes motivation engagement achievement relative traditional r la instruction discussion explains different relations two instructional contexts demonstrates importance simultaneously examining positive affirming negative undermining forms motivation engagement