A meta-analytic review of the relations between motivation and reading achievement for K–12 students

Toste, J. R., Didion, L., Peng, P., Filderman, M. J., & McClelland, A. M. (2020). A meta-analytic review of the relations between motivation and reading achievement for K–12 students. Review of Educational Research, 90(3), 420-456.

Developing proficiency in reading is crucial to success for students at school and beyond. Growing evidence indicates that motivation plays a significant role in predicting reading performance over and above what is explained by cognitive and academic skills. Consequently, increasing knowledge on the relations between motivation constructs and reading has the potential to improve understanding of reading development and achievement. It can also inform investigations into how motivation might be applied to reading intervention.

In this meta-analysis, the authors sought to build on the previous literature by investigating the relations between motivational processes and reading in students across the school years (kindergarten through to grade 12). One of the issues identified was that motivation is complex and multidimensional, and research has been based on a range of theories which can be overlapping. This has led to inconsistency in the terminology and definitions used by researchers, creating challenges in understanding in the area. The authors used Conradi et al.’s (2014) hierarchy for categorizing and defining motivation constructs to, firstly, investigate the relationship between ‘a broad construct’ of motivation and reading in the literature. This hierarchy defines three constructs (goal orientation, beliefs, and disposition), with subconstructs under each of these. Intrinsic motivation was also included in the analysis. The authors then explored other potential moderators of interest -

(a) reading domain (code vs meaning focused)

(b) reading ability (typically developing vs students with learning disabilities or at risk)

(c) grade (elementary vs secondary)

Interactions between these moderators was examined, along with the influence of year of publication and motivation measure type (domain specific vs general). Directionality between motivation and reading in longitudinal investigations was also examined.

The search of the literature identified 132 peer-reviewed articles with 185 independent samples. Results indicated a significant, moderate relation between motivation and reading (r= .22, p< .001) with beliefs and disposition showing a stronger relation to reading than goal orientation. The authors propose that this suggests that motivation constructs can be different for different students, rather than a simple dichotomy of students being motivated or unmotivated.

No other significant interactions were found between the three motivation constructs, nor with the other moderating factors (reading domain, reading ability, grade) or between the moderating factors themselves. The authors found it surprising that the findings of the meta-analysis did not support the literature or the authors’ hypotheses that (a) struggling readers would have lower motivation than typically developing students, and (b) motivation decreases as students get older. The possible reasons for this are discussed. The longitudinal studies identified in the sample, all with typically developing students, suggested earlier reading is a stronger predictor of later motivation than motivation is of reading, reinforcing the importance of early reading instruction and intervention.

Reference:

Conradi, K., Jang, B. G., & McKenna, M. C. (2014). Motivation terminology in reading research: A conceptual review. Educational Psychology Review, 26, 127-164.

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