2017 Volume 59 Issue 3 Pages 95-103
This study seeks to elucidate how motivations influence the reading of critical essays within classes. In total,277 high-school students(90 male and 187 female)participated in the questionnaire survey. Within the survey,reading was divided into three stages of sustained reading,coping reading and deliberative reading. The motivational factors of competence,self-efficacy,mastery goal orientation and interest were selected from the perspectives of expectancy and value. While sustained reading was highly motivated by expectancy,deliberative reading was strongly motivated by value. Moreover,some interactions between the motivational factors were also observed. Finally,this paper discusses some practical implications as well as the effectiveness of conducting multidimensional analyses of reading and motivations.
