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Child, Teacher, and Parent Reports of Motivation and Their Predictive Relations to Reading Achievement and Reading Quantity

Title: Child, Teacher, and Parent Reports of Motivation and Their Predictive Relations to Reading Achievement and Reading Quantity.
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Name(s): Jakobsons, Lara J., author
Torgesen, Joseph K., professor directing thesis
Lonigan, Christopher J., committee member
Schatschneider, Christopher, committee member
Department of Psychology, degree granting department
Florida State University, degree granting institution
Type of Resource: text
Genre: Text
Issuance: monographic
Date Issued: 2005
Publisher: Florida State University
Place of Publication: Tallahassee, Florida
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: This study examined the relative usefulness of information about motivation for reading provided by three informants (child, teacher, and parent). Motivational ratings were obtained in a third grade sample (N = 150 children) and were used to predict outcomes involving reading quantity and reading achievement. Each child, teacher and parent completed equivalent measures of reading motivation. In addition, the children were administered a measure of reading quantity, the Title Recognition Test (TRT), and parents completed a Parent Reading Quantity (PRQ) question, which assessed minutes per day in which their child read for pleasure. The reading achievement outcomes included the children's two scale scores on the Florida Comprehensive Achievement Test (FCAT). Dominance analysis, a method that allows the evaluation of all pairwise combinations of variables, revealed that the teacher report of reading motivation consistently accounted for the most unique variance in both measures of reading achievement. Partial dominance of the parent report was established for the reading quantity outcome of PRQ; however, the reports from all three informants were equally predictive of TRT scores. The child report of motivation did not appear to contribute significantly to the prediction of reading outcomes above and beyond teacher and parent report. Although child report of motivation is the most commonly utilized, the results of this study suggest that teacher report appears to be the most important predictor of reading achievement, and may form a better assessment of reading motivation.
Identifier: FSU_migr_etd-3665 (IID)
Submitted Note: A Thesis submitted to the Department of Psychology in partial fulfillment of the requirements for the degree of Master of Science.
Degree Awarded: Fall Semester, 2005.
Date of Defense: August 1, 2005.
Keywords: Test Anxiety, Reading Interest, Reading Competence, Perceived Control
Bibliography Note: Includes bibliographical references.
Advisory Committee: Joseph K. Torgesen, Professor Directing Thesis; Christopher J. Lonigan, Committee Member; Christopher Schatschneider, Committee Member.
Subject(s): Psychology
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_migr_etd-3665
Owner Institution: FSU

Choose the citation style.
Jakobsons, L. J. (2005). Child, Teacher, and Parent Reports of Motivation and Their Predictive Relations to Reading Achievement and Reading Quantity. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-3665