Characteristics and Validity of an Instrument for Assessing Motivations for Online Reading to Learn.
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| Title: | Characteristics and Validity of an Instrument for Assessing Motivations for Online Reading to Learn. |
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| Authors: | Forzani, Elena1 eforzani@bu.edu, Leu, Donald J.2 donald.leu@uconn.edu, Yujia Li, Eva2 eva.li@uconn.edu, Rhoads, Christopher2 christopher.rhoads@uconn.edu, Guthrie, John T.3 jguthrie@umd.edu, McCoach, Betsy2 betsy.mccoach@uconn.edu |
| Source: | Reading Research Quarterly (John Wiley & Sons, Inc.). Oct2021, Vol. 56 Issue 4, p761-780. 20p. 1 Diagram, 7 Charts. |
| Subject Terms: | *Online reading programs, *Reading comprehension, *Academic motivation, *Predictive validity, *Distance education |
| Abstract: | Motivation for reading is important to comprehension and has been studied extensively in offline reading contexts. However, little is known about the role of motivation in online reading, a new and increasingly important context for reading, largely because of a lack of valid and reliable instruments to estimate a student's motivation for online reading. The authors report on the development of the Motivations for Online Reading Questionnaire (MORQ) among 1,798 seventh‐grade students in two states. Results from confirmatory factor analysis revealed a three‐factor solution for the MORQ: curiosity/value, self‐efficacy, and self‐improvement beliefs. Additionally, measurement invariance across female and male students was established. Predictive validity of the MORQ was supported by the positive and significant contribution of the MORQ to the Online Research and Comprehension Assessment, an established measure of online reading comprehension. Results help establish the MORQ as a well‐validated instrument for measuring online reading motivation. Results are discussed in relation to theory, research, and practice. [ABSTRACT FROM AUTHOR] |
| Copyright of Reading Research Quarterly (John Wiley & Sons, Inc.) is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | Motivation for reading is important to comprehension and has been studied extensively in offline reading contexts. However, little is known about the role of motivation in online reading, a new and increasingly important context for reading, largely because of a lack of valid and reliable instruments to estimate a student's motivation for online reading. The authors report on the development of the Motivations for Online Reading Questionnaire (MORQ) among 1,798 seventh‐grade students in two states. Results from confirmatory factor analysis revealed a three‐factor solution for the MORQ: curiosity/value, self‐efficacy, and self‐improvement beliefs. Additionally, measurement invariance across female and male students was established. Predictive validity of the MORQ was supported by the positive and significant contribution of the MORQ to the Online Research and Comprehension Assessment, an established measure of online reading comprehension. Results help establish the MORQ as a well‐validated instrument for measuring online reading motivation. Results are discussed in relation to theory, research, and practice. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 19362722 |
| DOI: | 10.1002/rrq.337 |
