Rural adolescents' reading motivation, achievement and behavior across transition to high school

Susan Chambers Cantrell, Margaret Rintamaa, Eric M. Anderman, Lynley H. Anderman

Research output: Contribution to journalArticlepeer-review

17 Scopus citations

Abstract

The authors examined 1,781 rural students' reading motivation and behavior across the transition from middle to high school. Using expectancy-value theory, they investigated how motivational variables predicted changes in reading behavior and achievement across the transition in terms of their expectancies, values, and out-of-school reading behaviors. A repeated measures analysis of variance indicated significant increases in vocabulary, intrinsic value, and out-of-school reading, whereas significant decreases were found in attainment value. Hierarchical regression analysis indicated students' subjective expectancy for success was a significant predictor of increases in both comprehension and vocabulary scores. Students' utility value interacted with intrinsic value in predicting reading comprehension scores. In terms of change in students' reading behavior, their perceptions of intrinsic value and utility value were significant predictors. Gender interacted significantly with expectancies in predicting behaviors. Findings have implications for instructional support, particularly as it relates to reading motivation across the transition from middle to high school.

Original languageEnglish
Pages (from-to)417-428
Number of pages12
JournalJournal of Educational Research
Volume111
Issue number4
DOIs
StatePublished - Jul 4 2018

Bibliographical note

Publisher Copyright:
© 2018, © 2018 Taylor & Francis.

Keywords

  • Adolescent reading behavior
  • expectancy-value theory
  • reading motivation
  • transition from middle to high school

ASJC Scopus subject areas

  • Education

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