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I

ReviewofPsychology,

2004, VoI" II, No. 1-2, 11-24 UDC 159.9

1

f PupiIs' reading motivation and teacher's activities for enhancing it

r

It SONJA PEÈJAK and KATJA KOŠIR

D

1- Numerous studies report the decrease of reading motivation in higher grades of elementary school, which can

1: be considered as a big problem. Therefore, in our study we examined (1) what kind of activities teacher can use

to maintain pupils' reading motivation and if and to what degree teachers' beliefs about the importance of reading'" and reading goals relate to their activities in the classroom and (2) what is the relationship between reading

motivation, reading behaviour and reading achievements. 1178 seventh grade pupils and 67 Slovene teachers

from 24 elementary school participated in the present study. The results show that teachers who highly value~- reading and find reading goals important read to their pupils, teach them how to use different reading strategies

tC and use various reading materials more frequently. Such teacher's behaviours bave implications for pupils' read-

r, ing motivation" Activities that bave the strongest effect on pupils' extrinsic and intrinsic motivation and their

competence are teacher 's teaching of reading strategies and frequency of reading in the classroom" Pupils who arei., more motivated for reading read more and more frequent and bave better reading (academic) achievements.

of ~'::

nt Keywords: reading motivation, pupils, teacher, teacher's activities -",,:;'-

: ;",:i'Yj

tIt In recent years more attention is being paid to the con- What is reading motivation?

1e, cept of reading motivation. Reading bas proved to be the

most important element of Iiteracy in academic achieve-

E rts . th ti Id f d " (Bak & W " ti ld 1999la, .. . xpe m e le o Tea mg er 19 le, ;

mentandachlevementofhfegoals.Althoughapproxlmately G thri t . 1 1996. G b 11 P 1 C dl . &Md" '

gh f 1 .

b ld d h . h u e e a., , am re , a mer, o mg, azzo-

I . el typercent o popu ation a ove twenty wou Dee 19 - . 1996 ' M .& G d '.

2002) d ti di t .

IS

1 1 f 1 . d . h ' . 1 d d Dl, , agaJna ra lsar, e me Tea ng mo 1-

er eve S o rteracy, Tea mg ac levements mast eca es t ' th ' bI art f th h 1 d ' ftises 'd 1 d tri . d . d t .

(G th . Al & va Ion as e msepara e poe w o e Tea mg e 1-

. m eve ope coun es 1 no lmprove u ne, ao, .

d h d ' h ' h . .

h 1ISI- Ri hart 1996) If ' I d t b t ' d clencyan t e Tea er S engagement, W lC IS tig t Y con-ne, . PUPl S o no ecome ac Ive, engage

d . h . 1 ' . d ' .. R d .

d ' th 1 t h 1 .. I . k 1 th t th necte Wlt PUPl S entlre aca emlC motivation. ea mgTea ers m e e emen ary sc 00 , lt IS un 1 e y a ey ...

h d d 1 .d. " 1 .fitni ' Il d 1 d . t . t ". dary h 1 d motivatlon IS compre en e as mu ti lmenSlona senes o

Wl eve op Tea mg mo Iva Ion m secon sc 00 an 1 d b I " ~

th t d . t d . b h .

dam . .. goa S an e lelS a lrec Tea mg e avlour an are

Iater Of, as Sanacore (2002) says, »becommg a hfetlme read- tI . " t . 1 . h . ' th h th M t ' ti , al.

d . t d d 1 " 1 f d . (p 67) mos ymposllvere atlons lpWl eac o er, o Iva on

er m pre lC e on eve opmg a ove o Tea mg« , . . . . . .

ons S. "I . th d . t . f d d b G thri factors differ accordmg to the kmd of reading matenals,lml ar IS e escnp Ion o engage Tea ers, y ue, , ... '

ISa

dC (2001) tud t h ' tn .. 11 t . t d puplls sexandageandthelrreadmgexpenences.Therec-

- an ox as S en S W o are m nSlca y mo Iva e . .. .. . .

's

Y -

t d ti th kn 1 d d . t B t d d ognltlon of different factors of readmg motlvatlon IS the

orea or e owe gean enJoymen. u engage Tea - . . .

. . first step m understandmg and enhancmg the engagement

ers are also strateglc. They use strategles to understand text.

ti I . ti 1 d . Th d . . f . , 1 ~

on . or a 1 e ong Tea mg. e lverslty o motivatlona lactors

s Engaged readers are also with and frequent readers. . 1 h . d b P È . ak d G d 'š (2002) h~8. IS a so emp aSlze y e ~ an ra 1 ar W o com-

, prehend reading motivation as a multidimensional construct

IY;- embracing different motivational aspects that stimulate an

4~- individual to initiate reading; they give meaning to the read-

I . ing process, and therefore help the reader to persist in read-

,.A., ing and in striving to repeat the reading experience.

tIme

S . P È . ak D art t fP h I U " "

ty fl O bi " A " k TÈ Being a complex construct, reading motivation is re-

onJa eJ, ep mcn o syc o ogy, D\verst o ~u Jana, ~ e e- ... ,..

as to va 2, 1000 Ljubljana, Slovenia. E-mail: sonja.pecjak@ff.uni-Ij.si (the t1ected m puplls behavlour through dlfferent dlmenslons

-69, address for correspondence)" that are int1~enced by different factors of s~hooI environ-

Katja Košir, Department ofPsychology, University of Ljubljana, AškeTÈcva ment (especlally the classroom context), which are shortly

2, 1000 Ljubljana, Slovenia. E-mail: katja.kosir@ff.uni-lj.si presented in this article.

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PEÆJAK and KOŠIR, Enhancing reading motivation, Review ofPsychology, 2004, Voi. II, No. 1-2, 11-24

i Dimensions of reading motivation peers or family members. The other aspect is compliance;

reading in order to satisfy the expectations of important. . th . others. Wigfield and Guthrie (1997) found that girls value

i The th~orettcal fr~mew~rk for ans~enng .e q~estion the social reasons for reading more than boys do.

; about the lmportant dlmenslons of readmg mottvatton can

J be found in the Deci and Ryan (1987) self-determination .

1 theory. They proposed four important dimensions ofread- Factors ofschool (classroom) envzronment

I ing motivation: competency, relatedness, autonomy and

interest. These dimensions were analysed in greater detail From the school and teachers point of view, crucial ques-

i by Wigfiled and Guthrie (1997) in The Motivation for Read- tions connected with reading motivation are how to devel-

i ing Questionnaire that consists of Il dimensions that form op a lasting reading motivation in pupils and how to en-

j three categories: competence and self-efficacy beliefs, read- hance reading as a mean for leaming (Peèjak & Gradišar,~ ing goals and social purpose of reading. 2002). In reaching these goals, besides pupils and their par-

The first category includes self-efficacy - the beliefthat ents teachers are especially important: their beliefs aboutone can be successful at reading, challenge - the willing- the importance of reading and their classroom activities for

, oess to take on difficult reading materiai, and work avoid- enhancing the reading motivation.

ance - the desire to avoid reading activities. Self-efficacy One of the most frequently cited studies is the study

beliefs are essential for the development of intrinsic read- carried out by Gambrell et al. (1996). They found six class-

, ing motivation. Some studies reveal (Baker & Wigfield, room characteristics that influence pupils' reading motiva-

1. 1999; Guthrie & Knowles, 2001) that students who believe tion. This characteristics include having a teacher who (1)! they are competent and successful have higher intrinsic models reading, provides access to both (2) large amounts

f , motivation and are less anxious. But there are also readers and (3) wide variety and reading materiai in the classroom,

! withhighreading self-efficacy who neverbecome engaged (4) provides opportunities for children to choose reading

, 1 readers. According to Wigfield (1997), students w.ill n~t materiai, (5) offers opportunities for students to interact with

R decide to read, although they feel competent enough, lf~elr other students and adults in the classroom about their read-reading task doesn't satisfy at least one of the followmg ing interests and (6) provides incentives directly related torequirements: interest (the task has to be interesting for reading.them), value for achievement (the accomplishing of the task In their extensive study, Tumer and Faris (1995) found

has to ha~e some personal value for them) and usefulne~s out that reading motivation is supported by the activities

(~he acqulredknowledge has to have transfervalue forthelr that they called »six C's«: choice, challenge, control, col-

life). laboration, constructive comprehension, and consequenc-

The second category concems the purpose children see es. These factors enable pupils to control the product and

in reading - reading goals, and includes intrinsic motiva- the proces s of their work with texts.

tion.(cu~osity, invo!~ement and importance). ~nd extrin~ic Similar factors ofreading motivation are cited also bym,ott~atton (re~ognltton, gra~es and competttton). An m- other researchers (Castle, 1994; Covington, 2000; Sweet,

~nslcal~y mottva~ed pe.rs~n IS eager to leam; (~)~e shows Guthrie & Ng, 1998; Tumer, 1997). They agree that in en-

mterest m a certam acttvlty because. of the acttvlty alone hancing the reading enjoyment, effective teachers are those

and ~ot because of extem~l reasons, l.e. gra~es o~ rewards that enable pupils to choose the books, give them interest-

~DecI ~ ~yan, 1985). A~ m~olved person ~nJoys m a read- ing reading tasks, enhance cooperation in reading activi-

mg acttvI~ th~t ~as sub~ect~ve value for hlm/he~. All these ties and use different reading strategies in reading different

aspects. of m~nslc motiv~tton are ~°n.necte~ WI~ mast~ry kinds oftexts. Nevertheless, in motivating pupils their abil-

goal onentatton, as opposrte to extnnslC mottvatton, whIch ities should be taken into consideration. If reading shouldis c~n~ected wi~ perf~rm.a~ce g~al~ (Ames, 1992). An be important for pupils, both for leaming and for their own~xtrinslcal~y mottvated mdlv~dualls mt~~este.d first of all enjoyment, it should be a part of classroom instruction. This

m ~vertakmg .others. In readmg recognlt~on rt ~eans the includes teacher's loud reading, pupils' loud and silent read-

desire for pUb!lC ac~owledgement of read:ng ~chleveme~t, ing and discussions about books. By reading aloud, teach-

for examp~e, m readmg f~r grades s~~dent s pn~~ goalls er represents a reading model for pupils, presents them the

to get a hlgh grade and m ,compettttons, the alm lS to be quality literature and communicates them that reading is

better than classmates or frlends. highly important for personal development. Research shows

The third category is social purposes of reading and in- that teacher's loud reading is one of the most effective meth-cludes social reasons for reading and compliance. Reading ods for enhancing pupils' reading motivation (Guthrie etis a social activity and the social aspects of the classroom al., 1996; McKenna, 2001; Peèjak & Gradišar, 2002). But i

- have an important effect on students' reading achievement unfortunately, such activities are rarely found in higher '

(Wentzel, 1996). One aspect is social construction of mean- grade s of elementary school (Jacobs, Morrison, & Swin-ing from the texts, which can be accomplished with one's yard, 2000).

12

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PEOAK and KOŠIR, Enhancing reading motivation, Review ofPsychology, 2004, VoI. II, No. 1-2, 11-24

Of factors of classroom environment that enhance pu- reading and his/her attitude toward same other, alternative

pils' reading motivation, Sanacore (2002) emphasizes the activity.

use of different texts in learning about certain topics (both Although teachers agree that positive attitude to learn-narrative and expository texts). By learning with such ma- ing is crucial for lifelong reading, same of them do very

terials, pupils get to know different reading strategies little to help enhancing and maintaining it. In their longitu-(e.g. Venn's diagram, K-W-L chart, Directed reading ac- dinal study, Kush and Watkins (1996) found out that pu-

tivity) that enhance students' understanding and enjoyment pils' positive attitude toward reading significantly decreas-of different types of texts. It is also important to have a es during elementary school years. The decrease is higherbalanced classroom library containing narrative and expos- in boys than in girls. However, in all pupils the frequencyitory materials, which enables children's choice of reading decreases both for reading in their spale time and for read-

materiaI. ing for school. The authors warn that not enough attention

lvey and Broaddus (2000), Sanacore (2000) and Worty is being paid to boys that start the schooling with negativeand McKool (1996) report that early adolescents often pre- attitude to reading. Without being additionally enhancedfer not to read during free time, but they value opportuni- for reading during the school years, this attitude does notties to read in school when they have time for this activity, get better but even more negative.

when they have access to various reading materiaI, and when Moreover, the results of international studies show that

they have more choice over what they read. pupils' reading motivation and their reading achievements

are highly connected (Mullis, Martin, Gonzales, & Kennedy,The connection between pupils' reading motivation and 2003). The results of PIRLS 2001 where also the Slove-

their reading efficiency nian three-graders, their parents, teachers and schoo1 pri~-

cipals participated, show that those pupils that assessed the1r

. . . . .. reading positive1y reached higher achievements in reading.The resu1~s ofvanous emp~nc~l stud1es show .a.s1gn1fi- The pupi1s that reported to bave positive attitude toward

cant.connec.t1on b~tv:~en m~t1vat1ona1 .and cogn1t1ve fac- reading reached higher reading achievements compared to

~ors m 1earnmg aCt1V1t1~S. It IS the s~~e m the field ofread- international average resu1ts, whereas other pupils did not

mg. ~nh.ermeta-ana1yt1~a1 study, H1d1 (.1990; 2001) rep~rts even reach the international average results (Bucik, 2003;

the slgn1ficant effect ofm~~rest on re~d1~g compre~ens10n, Peèjak, Knaf1iè, & Bucik, 2003). Also, the resu1ts of Pl SA

bo~ on the 1eve1 of CO~lt1Ve orgamsat1.on. of readm~ ma- 2000 (OECD, 2002), that examines the 1iteracy of 15 years

tenal and o~ rem~mbenn~ and reca11. S~m11ar1y, Sch1efele old pupi1s, reveal the importance ofreading motivation. In

(Artelt, Sch1efele m SchneIder,. ~001; Sh1~fele, 1991,2001) all countries included, pupils that are highly engaged read-

~eports about ~umero~s e~pmcal stud1es that s~ow the ers, reach the results that are at least for one level higher

1mp~rtance of l?terest 1~ different aspects of learnmg:. the than pupils that are not engaged readers. Especially, the

quah~ of read1~g/learnmg outc~mes, the ~se of re~dmg/ experts emphasize that more attention should be paid to

learnm~ strateg1es an~ the quah~ of readmg expenence. boys' reading motivation. Namely, the large differences in

Accordmg to .the find~ngs of Sc~lefele (1 ?91, 1 ~96;. Artelt boys' and girls' reading achievements correspond to the

et al., 2001), mterest IS ~e cruc1al factor m mot1vat1~g the differences in their reading engagement. The analysis of

reader to de~ply e~gage m text a~d try to understand 1t bet- the results revealed that when controlling the differences

ter. Int~rest IS an 1mportant mot1vato.r for t~e ~se .of those in engagement, the sex differences decreased to one third.

strateg1es that en~b1e deeper p~oce~smg. It IS slgn1ficantly Obviously, high reading engagement can diminish the sex

connect.ed also wIth oth.er mot1vat1onal f~ctors as, f~r e~- differences in reading achievements. At the same time, theample, m~olvement, enJo~ent and pers1stence, WhICh IS sex differences do not ref1ect only in the time that the pu-

reflected m the comprehens1on on text. pils devote to reading. Moreover, girls and boys have a dif-

McKenna and col1aborates (McKenna, 1994; 2001; ferent reading pratile; boys report to read more journals,McKenna & Kear, 1990; McKenna, Kear, & Ellsworth, newspapers and comics, whereas girls read more literature.

1995) consider the attitude toward reading as the most im-

portant factor of reading achievement. They emphasize the A1MS

complexity of the term »attitude toward reading« and de-fine it as having emotional and cognitive components and

being based on experience. The attitude to reading is re- The results of different studies show the decrease in

garded as a continuum from negative to positive. Never- pupils' reading motivation during school years (Kush.&

theless, the authors warn that the positive attitude toward Watkins, 1996; McKenna et al., 1995; OECD, 2002; W1g-

reading does not necessarily mean positive attitude toward field, 1997). Thus, for effective educational interventions

all kinds of reading; attitude toward reading always com- it is highly important to kno,!, the reading motivati~~ in

petes with the attitude toward other activities. The decision older elementary school pupus. Therefore, our empmcal

to read is always the result of individual's attitude toward study has the following aims:

13

I

PEÈJAK and KOSIR, Enhancing reading motivation, Review ofPsychology, 2004, VoI. II, No. 1-2, 11-24- -- . .

(I) Considering reading motivation as a factor that stimu- Furthermore, 67 teachers who teach pupils their motherlates reading (Peèjak & Gradišar, 2002) and influences tongue (Slovene) participated in the study: 61 females (92%)

reading activity, we wanted to examine the relationship and 6 males (8%).between dimensions of reading motivation and pupils'reading behaviour, especially the frequency and dura- Instrumentstion of reading.

(2) The research ~hows ~at reading motivation is highly Three instruments were used to asses pupils' reading

related to readmg achlevement; better readers are more motivation pupils' reading efficiency and several teach-

motivated for reading. This is true for boys and girls ers' variabies. ' .

and for different age groups of pupils (Wigfield & Guth- ., . .. '

rie 1997). The findin s of Guthrie and Schafer (1998) For the assessmen~ of puplls rea~m~ motlvatl0n :-ve i

, . . g . used the adapted verSIon of The Motivatlon for Readmg '1are Slmllar - although glrls generally bave better read-

QU . . /IID Q . W . fi Id d G th .1997) Th -i . h . .

fb . d th estlonnalre {lY.l.l'-, 19 le an u ne, . e 'I

mg ac levements m case o emg more engage an .. . . . . . !

.I b h b'

tt d . h . Th questlonnalre conslsts of 54 rtems tappmg II dlmenslonsjglr S, oys s ow e errea mg compre enSlon. ere- . cc

ti d . .t tabl . h t t . I d . ffi of readmg mottvatlon and lt IS supposed to be used from ;c

ore our secon alm IS o es IS po en la 1 erenc- .. . 'ci. ' . .. the thlrd to SIXth grade. Items are answered on a four-pomt æ'~

es m readmg mottvatton between paar, average and good I (I d .ftI t fr 2 I.ttl d.ffi t ti 8d sca e - very 1 eren om me, - 1 e 1 eren rom lrea ers. 3 I. I I.k 4 I I.k ) d .me, - a ltt e 1 eme, - a ot 1 e me an two rtems are

(3) Based on findings that teacher's beliefs influence his/ scored reversed. Since the students in our sample were old-her behaviour we wanted to investigate teachers' be- er and can better differentiate their levels ofreading moti-

liefs about the importance ofreading generally and about vation than pupils in Wigfiled's in Guthrie's study, we adapt-

the importance of reading instruction. We were also in- ed the scale from four- to a five-point scale, with I - not at

terested in how the se beliefs are related to his/her activ- all true for me, 2 - rarely true for me, 3 - sometimes true for

ities in the classroom. me, 4 - often true for me, 5 - always true for me.

(4) Because of the importance of contextual factors, espe- Based on our results we tested the validity of our adap-

cially classroom environment and teacher's activities tation using factor analysis. The structure ofMRQ for sev-in the classroom we examined whether and how often enth grade students was assessed with exploratory factor

reachers use different activities for enhancing pupils' analysis (Varimax rotation, scree test). Four factors thatreading motivation in the classroom, and how is this accounted for 42.60% of common variance were found.reflected in pupils' reading motivation, whereas most All items had loadings greater than 0.30. Three items were \of the existing research in this field focused on the class- deleted from further analysis (items 33, 39 and 46), be-

room environment in initial years of schooling, we were cause they had equalloadings on more than one factor. The

especially interested how these factors are related to factorial structure of MRQ is: I st factor: extrinsic motiva- r

pupils' reading motivation in older pupils (between 14 tion (13.20% of explained variance, Cronbach a=0.90, 12and IS years). items); 2nd factor: interest and reading in social context

(12.90% of explained variance; Cronbach a=0.88, 18items); 3rd factor: involvement and immersion in reading

(11.23% of explained variance, Cronbach a=0.88, 13METHOD items); 4th factor: lack ofself-efficacy (5.24% ofexplained

variance, Cronbach a=0.67, 8 items). The second and the. third factors are factors of internal motivation. I

. . Fortheassessmentofpupils'readingbehaviourweused jPartlclpants two questions. First, pupils were asked how frequent they

read. They answered on the five-point scale (1- every day;1178 pupils of seventh grade (eight year school) and 2 - three to five times a week; 3 - once or twice a week; 4-

eighth grade (nine year school) from 24 elementary schools once or twice a month; 5 - never or almost never). In thein Slovenia participated in the study. Both students from second question, pupils were asked how long they usually

urban and rural environment and both from bigger (more read within a day. Again, the five-point scale was used (I -

than 450 pupils) and smaller schools were represented in more than one hour; 2 - from half an hour to one hour; 3 -

the sample. Pupils' average age was 14.5 years (SD = 0.3); from IS minutes to halfanhour; 4-less than IS minutes; 5

t618 ofthem were girls (52.5%) and 560 were boys (47.5%). - I don't read at all). ,

There were no differences between seven-graders (eight To assess pupils' reading efficiency the scale Teacher's /.

year school) and eight-graders (nine year school) in any of assessment of pupils' reading was used. Teachers were ,motivational variables. Therefore, they were treated as a asked to assess the reading of every single pupil. In the;single sample. seventh grade students do not read aloud in class a lat and

14

PEÆJAK and KOŠIR, Enhancing reading motivation, Review ofPsychology, 2004, VoI. II, No. 1-2,11-24- - -

er teachers do not grade their reading any more. Therefore, Table 110) on1ya 3-point scale for the evaluation ofreading was used The results of ANOVA for testing the difference in

(1 - poor reader, 2 - average reader, 3 - good reader). reading motivation between three groups ofpupi1s withThe questionnaire for teachers includes 24 items. The regard of the frequency of their reading.

teachers were asked to choose between three or four an-F f Fre q uenc y of readin gh fi . 1 Th . actors o

swers or to answer on t e Ive-pomt sca e. e questIon- d . t . t .G 1 G 2 G 3.. . Tea mg mo Iva Ion roup roup roup

natre was desIgned to assess teachers' beltefs about the

19 importance of reading generally, about the importance of (N=521) (N=309) (N=261)

a- the aims of reading instruction and about his/her activities M M M

in the c1assroom. The questionnaire also includes questions (SD) (SD) (SD) F

le about how often teachers read silently or aloud in their Slov-

19 ene 1essons, how often teachers act as models (i.e. reading Extrinsic motivation 45.14 42.70 39.26 29.64**

le aloud, talking with pupi1s about what they read etc.), how (9.75) (9.43) (11.49)

IS many various text materials they use in their lessons, how .

2 46 92 105 35 *.

m .

d .fti d . Interest and readmg 60.14 54. O . .often they teach pupIls how to use I erent Tea mg strate- . .

1 (11 99) (10 95) (12 02)rit ..

ti 1 . d .

fth bI .1 m socla context . . .gles as an Instrument or earnmg an I ey eDa e PUPI s

: to choose the reading materials for home readings. Involvement and 54.20 47.31 39.22 279.23..

i- immersion in reading (7.48) (8.28) (10.73)

. Procedure

J- Lack ofself-efficacy 21.12 23.93 25.11 79.26..

,t- (4.82) (4.51) (4.85)

at The research was going during the school year of2003/ . .

)r 04, from October to November 2003. The reading motiva- Notes. Gr~up 1- pupIIs who r~ad frequently; Group 2 - pupIIs who read. ..

d .. d . 1 d . th at times; Group 3 - pupIIs who read seldom. dffor frequency of

tlon q uestlonnalre was a mmIstere to PUPI S unng e d . 2. Tea mg= .)- 1essons WIth the help of the schooI counsellors. The school

* *

001 All . f . .ti I d.ffi t tp< 011 I. ... p<. ; pairs o groups are Slgnl Icant y I eren a . eve on{- counsellor read the mstructIons and the pupIls mdependently all four variables of reading motivation (Bonferroni post hoc tests)

)r complet~d the questionnaires. The average time for the ad-

at ministration of the questionnaires was 30 minutes.

1. The Slovene teachers assessed the reading of every sin-re gle pupiI on the three-point scale. They also individually~- comp1eted the Questionnaire for teachers. All questionnaires

h d Id . ( . th I ) ", dle

Il d . 11 th . ddl fN b w o Tea se om once or twlce a mon or ess . vve usewere co ecte tI e ml e o ovem ef. I . f .

h d.fti . d.i- the ana YSIS o vanance to test tel erences m Tea mg

2 motivation between the three groups. These resu1ts are pre-

(t sented in Table 1.

8 RESULTS The results presented in Table 1 show that the effect of19 the frequency ofpupil's reading is significant for all fac-3 tors of reading motivation. Namely, the differences between:d First, the relations between factors of reading motiva- three groups of readers are significant for all reading moti-le tion and pupils' reading behaviour and reading efficiency vation factors. Bonferroni post hoc test revealed that read-

is presented. Then, we present the relations between teach- ers who read frequently report to be highly extrinsicallyd er variables and pupils' reading motivation. motivated compared to those that read occasionally (p<.0 1),

:y whose extrinsic motivation is again higher that ofthose who

f; Reading motivation and pupils' reading behaviour read seldom/never (p<.00 1). The same tendency can be

- (frequency and duration of reading) observed for the second factor - the interest for reading

le and reading in social context. The results on this dimen-

,y. . sion are higher in pupils that read frequently compared to

- . :lrst, .we wa~ted. to ~nswer the questIon. whether pu- occasiona1 readers (p<.OO 1). However, the pupils who read- ptls r~admg.motIvatIon IS actually reflected m the amount occasionally reported to have higher interest in reading than

5 ofthelr readmg, measured by the frequency and the dura- those who read seldom or never (p<.001). In the intrinsic

tion ofreading. motivation that is reflected as involvement and immersion

s Therefore, we classified the pupiIs in three groups with in reading, the pupi1s who read frequently reached the high-

'e regard to the frequency of their reading: (1) pupils who est resu1ts, followed by the pupils who read occasionally

le read frequently (every day or almost every day); (2) pupils and then the pupils who read seldom/ never (in both cases

d who read at times (once or twice a week) and (3) pupi1s p<.OOI). On the lack ofse1f-efficacy dimension, the pupils

15

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j !~' PEÈJAK and KOŠIR, Enhancing reading motivation, Review ofPsychology, 2004, VoI, II, No. 1-2, 11-24"

I Æ] t: I,

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1 j] that read seldom/never proved to be the least competent. Bonferroni post hoc analysis proved that the differences

m ~ l The group of occasional readers reported to be more com- between all three groups are significant (p<.001 for both

11:; petent compared to them (p<.00 1) and the group of fre- differences). For both factors of intrinsic motivation - in-

il~, quent readers proved to be the most competent (p<.001). terest for reading and involvement and immersion in read-

I ~j Thus the decision to read is most often in those pupils ing, the tendency is the same. Pupils who read for longer

!I~ I : that are ilie most extrinsically motivated, who show the high- periods of time show higher le~els of interes~ compared to

Ih!! : est interest for reading and reading in social context, who ~ose who read for shorter p,enods, who agaIn show more

,il"! I are the most involved and immersed in reading and who l~terest than those :""ho don t read a~ all ~.00.1 for ~othi Iri! i are the most competent, dlffe~ences). In the mvolvement and lmmerSlon m readmg,

i Iliji ,: " the dlfferences between groups are the largest, Those pu-

\ '~ . : We also exammed the relatIons between the factors of . 1 h d ti 1 ' ds ftI ' t ' 1 d' j , '. , "., pl S W o Tea or onger peno o me ge more mvo vej I ! readmg motIvatIon and the duratIon of readmg. Agam, WIth d . d ' d '

th th h d ti h rt: .I "." an lmmerse m Tea mg an ose w o Tea or s o eriiJ'

I\ ': 1 ' regard to the duration ofreadmgpuplls were classlfied mto .

d (p< 001) h . 1 d th th h11i,1 ' , ., peno s . , w o are more mvo ve an ose w o! ~1, three groups: (1) puplls who read for longerpenods of tIme

d t d t Il (p< 001) H th t d ' d '

fii' ,o no Tea aa. . owever, e en ency IS 1-

; li:! j (more than half an hour a day); (2) puplls who read for ,

~ Ii l j h ' d f ' ( h lf h d ) d (3) ferent for the competence (self-efficacy) factor, those who

! ,i s orter pena s o tIme to a an our a ay, an pu- ,., '

I '

I h d d t Il Th lts fth 1 , f read for longer penods of tIme report to be the most com-pl s w o o not Tea aa. e resu o e ana YSlS o '

i ' d . T bI 2 petent compared to those who read for shorter penods, vanance are presente m a e .

; : , '" (P<,OOl), Those who don't read at all report to be more

, ; As seen m Table 2, ~ere 3!"e slgmficant dlff~rences b~- competent compared to those who read for shorter periods,

_J. tween the groups ofpuplls wIth regard to duratIon ofthelr but the difference is not significant (P=,515), To sum up,

"J reading in all four factors ofreading motivation. Pupils who those pupils who are highly extrinsically and intrinsically

i j read for longer periods of time report to be the most extrin- motivated and who feel competent read for longer periodssically motivated, followed by those who read for shorter than those who are less motivated and feelless competent.

" periods of time and then those who don't read al all. The

:~ Reading motivation in relation to reading e.fficiency

c

jf . Table 2 Using the two-way analysis of variance we examined

r ~i : Th~ results.of ~NOVA for testing the differenc~ i~ the effect ofpupils' readi.ng effi~iency (.as a~sessed by their

readmg motIvatIon between three groups ofpuplls m teachers) and sex on thelr readmg motIvatIon. The results. regard of the duration oftheir reading. of this analysis are presented in Table 3.

;

" Duration ofreading There are significant differences between paar, aver-

. Factors of

G 1 G 2 G 3 age, and good readers in all four factors ofreading motiva-

,\ i

d '.. roup roup roup .

P d 1 .. Il . d 1 .

1 j Tea mg mouvauon tIon. oor Tea ers are ess extnnslca y motIvate, ess m-

i j (N=940) (N=135) (N=12) trinsically motivated (show lower interest for reading gen-

, '

Ii M M M erally and for reading in social context, get less involved

'I~ I: , (SD) (SD) (SD) F and immersed in reading) and more incompetent than av-

'! "j i '.. . 4 83 39 48 24 33 31 87 ** erage readers; average readers bave lower reading motiva-

' I Extr1nstc mouvation 3, , . . . Il ti ~ d t d d. I ! ! tIon on a our Jactors compare o goa Tea ers,-.'

1 1 (9.96) (11,12) (9.06) Th B fti . h 1 d th ti Il . ! e on errom post oc test revea e e o owmg

"": Interest and reading 56,80 48.44 29,82 51.82** differences: paar readers are less extrinsically motivated

..- !!1 : in social context (12.28) (11.94) (12.90) than average (P<,05) and good readers (p<.001), whereas

the differences between good and average readers in ex-

Involvement and 50.40 38.52 25.50 119.72** trinsic motivation are marginally significant (p=.053). Also,

immersion in reading (9.40) (10.24) (11.94) pOOT readers report to be less interested in reading (gener-

Lack ofself-efficac 22.42 25.65 23.55 28.53** ally and in soc.ial context) compared to good readers

Y (p<.00 1). The dlfference between paar and average read-

(4.99) (4.67) (3.64) trs in their interest is not significant, In the involvement

Notes. Gro~p 1 - pupils who read for .Ionger ~eriods of time; Gr~up 2 - and immersion in reading, there are significant differencespuplls who read for shortcr pcnods of tIme; Group 3 - pupIIs who between all three groups: good readers get more involved

do not rcad at all. d . d . d . h th d (p< 001). . .. an lmmerse m Tea mg t an e average Tea ers .**p<.OOI; All pairs of gr.oups are slgn!ficantl~ dl.trerent at p<.OI who are higher on that factor than paar readers (p<.001).level on the first threc vanablcs of readmg motivation; only Groupland Group 2 are significantly different on the Lack of se!fefficacy at POOT readers feelless competent compared to average read-

p<.OOI (Bonferroni post hoc tests) ers (p<.001) who report to be less competent than good

readers (p<.001).

16

.. -1_- _..,,~ _I=- " '-i!

_t

J:;~, ~~ :~;; ;.

- ..,--,.

PEÆJAK and KOŠIR, Enhancing reading motivation, Review ofPsychology, 2004, Voi. Il, No. 1-2, 11-24- -

Table 3

The results oftwo-way ANOVA for testing the effect ofpupils' reading efficiency and their sex

on different factors of reading motivation

Factors ofreading

motivation Reading achievement F

POOT Average Good

readers' readersb readersb fti f Efti f I . E ects o ects o nteraction(n = 174) (n = 430) (n = 421) readers sex

M (SD) M (SD) M (SD)

Extrinsic motivation boys 39.35 41.64 44.03

(n=493) (10.87) (10.56) (10.66)

gir1s 43.15 44.36 44.96 11.502*** 5.879*** 0.26

(n=532) (9.96) (9.21) (10.14)

Interest and reading insocial context boys 50.28 50.49 53.67

(n=465) (12.23) (13.05) (12.04)

gir1s 59.33 57.47 60.77 7.05*** 76.15*** 0.65

(n=508) (11.50) (11.72) (11.90)

Involvement andimmersion in reading boys 42.30 44.37 49.64

(n=489) (10.62) (11.50) (10.23)

gir1s 46.57 50.65 53.88 39.47*** 54.15*** 0.25(n=560) (8.47) (8.76) (7.55)

Lackofself-efficacy boys 24.42 23.10 22.97(n=525) (4.64) (4.98) (5.22)

gir1s 24.35 23.86 21:70 24.53*** 0.69 0.54(n=585) (4.96) (4.82) (4.68)

*** p < .001; extrinsic motiv ati on: p.-b<.05, p,-o<.OOl, pb-l:=.053; interest and reading in social context: p"~.s., p'-o<.OOl; involvement

and immersion in reading: p..b<.OO 1, pb-c <.00 1; lack of self efficacy: p.-b<.OO 1, pb--<.OO 1.

There are sex differences in three factors of reading mo- As can be observed in Table 4, teacher's beliefs about

tivation, all in the same direction. Girls report to be more reading are significantly connected with his/her activities

extrinsically and intrinsically motivated for reading than boys. in the classroom. Teacher's beliefs about reading generallyThe only reading motivation dimension where boys and girls correlate moderately with the frequency of reading duringdo not differ is the competence factor. There are no signifi- lessons, with teaching reading strategies, and with pupils'cant interaction effects of reading efficiency and sex. reading during lessons. Although the correlations with en-

,. . .. hancing pupils to read and to discuss about reading materi-Teac~er s be~'efs abou.t ~~e ,~portance of readmg m al, with using various reading materials, and with acting as

relatzon to hls/her actlvltles m the classroom. a model are law, they are significant.

The relationship between teacher's beliefs about the The correlations between teacher's beliefs about the

importance of reading generally and about the importance importance of reading goals in curriculum and acting as aofreading goals in curriculum on one si de an his/her activ- model, and using various reading materials are significant "

ities in the classroom is presented in the correlation matrix and moderate. Significant law correlations of the se bel i ef sin Table 4. can be observed with the frequency of reading during les-

17

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~1 i , ~C111111' .[". _.-

1 iii!!")!.]i ii!!1 ;i '"I -,

" ~

~I '" \J I ' j I~ PEÈJAK and KOŠIR, Enhancing reading motivation, Review of Psychology, 2004, Voi. II, No. 1-2, 11-24

I " .

.1; i ,;j~

i JjJ';, jJ Table 4

. .t;1 1ij

l :~i~ Pearson product-moment.correlati~ns betw~e~ ~ea~her's beliefs about the importance

f' ,;'~jJ of reading and hIs/her activIties m the classroom

.' 1 "1 ,) lj!f} '~ jj Teacher's beliefs about...

::!;' :!

j.i!ij i j ji Teacher 's activity in the classroom ... the importance of ... the importance of

llii!!j !; reading reading goals in

"j , "

"ji!' ~ :1 generally curriculum

r iliJ).J ;'j

i 1~j~ ti The frequency of the use of (various) reading materials

, i~~j~c

! ~';jt (frequently - at least once or twice a week; occasionally - :

- f~ij~ 1J once or twice a month; seldom - never/almost never) 0.17* 0.26*

, 'i~';'

j l

A . d.odl"ilir}: ,1 cting as a rea Ing m e

:'~ !~r t l) 11 (teacher reads to ~upils alou~ from text~ooks.and lit~rature; talks with pupils

~l.1jf about the books; 1l1ustrates hIS explananon WIth readmg texts) 0.11* 0.31*

.ci ~lJj f j Enhancing pupils to n:ad and to d~cuss about reading material

ijfl:..J il (teacher enhances puplls to read dIfferent texts that are connected with the

.: l tt;-~1~ topics ~ey leam; dir~cts pupils' attention to the articles in newspapers and

f iit1JJ; magazmes; tests puplls knowledge learned from textbooks; enhances pupils

1:1'

i ,1i J..J ti to bring their own books to the lessons; discuses with pupils about what ;

t JiiJ4 they read; enhances them to recommend the books to the schoolmates and to

~,r talk about what they read) 0,18* 0.16*

J

I 'i t.... ' The frequency of reading during lessons

(frequently - at least once or twice a week; occasionally - once or twice

I a month; seldom - never/almost never) 0.37* 0.19*

r

Pupils' reading during lessons (silent, aloud)

(pupils read aloud; pupils read silently; pupils read in groups) 0.22* 0.07

Teaching reading strategies

(teacher teaches pupils how to use different reading techniques; systematically

develops their vocabulary; helps them to understand new words in texts) 0.32* 0.17*

Note,

classified on the scale from behaviour that occurs frequently to behaviour that occurs seldom.

.p< .01 ,

ons, with teaching reading strategies, and with enhancing Teaching reading strategies bas a significant effect on

pupils to read and to discuss about what they read. three reading motivation factors: on pupils' extrinsic moti-, vation (teachers who teach reading strategies more often

Tea~her s activities that enhance pupils' reading moti- bave more extrinsically motivated pupils), on interest andvalJan d.. . 1 ( .

1 fth h th frTea mg m socIa context PUPI s o ose teac ers at e-

. ~he results of this study sh~w that te.a~~er's beliefs are quently teach reading strategies show the highest interest)

~Igmfic~ntly co?ne~ted. WIth hIs/her activIties for enhanc- and on involvement and immersion in reading (pupils of

mg readm~ m?tivation m the class.r~o.m. However, the fur- teachers that teach reading strategies more frequentl getther question IS whether these activIties really bave effect .

1 d d . d . d. ) Y. . .. more mvo ve an Immerse m rea mg .

on pupIls' readmg motivation. In table 5, we present thoseteacher's activities that we found to be significantly con- Other teacher's activities, presented in Table 5, bave

nected with at least one factor of pupils' reading motiva- effect only on one of the reading motivation factors. En-tion. Teachers are classified in three groups according to hancing pupils to read and to discuss about texts is a signif-the frequency of their activities in the classroom. icant factor of pupils' extrinsic motivation. Pupils of those

18

PEOAK and KOŠIR, Enhancing reading motivation, Review ofPsychology, 2004, Voi. II, No. 1-2, 11-24&_-'---' ' Q-~ . . --

Table 5 .The results of ANOVA for the effect ofteacher's classroom activities on pupils' reading motivation.

Teacher's classroom activities Factors ofreading motivation- - . - . ~ .~ ~

Extrinsic motivation Interest and reading lnvolvement and Lack of self-efficacy

in social context immersion in reading

N M F, dj. P N M F,df, P N M F, dj. P N M F,dj. p

(SV) (SV) (SV) (SV),--/ ' ,

seldom 154 48.30

Use of (9.74)various 50.72 5.21

ad. occasionally 3(x; (dlf=2)re mg (9.57)

materials 51 18frequent1y 116 . p<.006

(10.22)- -

Acting as a

reading model-

40.68Enhancing seldom 250

.1 ad (10.60)PUPl s to reand to discuss. 41.45 7.96

- occastonal1y 3(x;about readmg (9.53) (dJ=2)materials 44.33 p<.001

frequently 84(9.91)- ,

42.04 22.73Frequencyof seldom 500 (10.28) 19.82 537 (4.83) 4.54

reading during 47.07 (dJ=l) 17 23.80 (dJ=l)lessons seldom frequently 94 (8.85) p<.OOl 1 (5.44) p<.033

49.81

seldom 62 (9.26)

Pupils' reading 48.83 3.14- in the occasionally 551 (9.91) (dJ=2)~ classroom

51.00 p<.05frequent1y 172

(10.34)

seldom 14 36.86 12 45.17 17 45.06

(12.80) (10.96) (9.81)! TeachingIl ' d. 33 43.39 3.02 55.37 5.43 9 49.03 3.02

rea mg occasionally 322 33

& strategies 6 (9.83) (dJ=2) (11.85) (dJ=2) (9.34) (dJ=2)

11 fr 1 30 42.70 p<.05 56.74 p<.01 50.24 p<.05d equent y 6 (10.08) 2% (13.09) 316 (10.29)

:-t) Giving 52.84 3fA

. . yes 279.f OpportunltIes (12.44) (dJ=l)~t to choose p=.058

reading materials no 145 56.91

'e (13.97) - - .}- Notes. N - number of pupils that are included in a certain teacher's activity; the number of subjects in the analyses varies according to the number of

f- missing data in particular activities of teacher.

;et';"

,'.

,,\

19 iJ,Cl

..

PEÆJAK and KOŠIR, Enhancing reading motivation, Review ofPsychology, 2004, ~I. II, No. 1-2, 11-24

teachers that frequently enhance them bave the highest ex- These results are consistent with findings of Wigfield

trinsic motivation and those pupils that are seldom being and Guthrie (1997) and Baker and Wigfield (1999) about

enhanced by their teachers bave the lowest extrinsic moti- the direct relationship between factors of reading motiva-vation. tion and reading behaviour, although these studies were

Using various reading materials and reading to the pu- performed on younger elementary school pupils - the third-

pils during lessons bas significant effects on pupils' involve- and fifth-graders. Our results imply that these findings can

ment and immersion in reading. Pupils ofteachers that more be generalized also to older elementary school pupils. There-

frequently use various reading materials are more intrinsi- fore, we can agree with the conclusions of the researchers

cally motivated than pupils of those that seldom use vari- mentioned above that reading motivation predicts the fre-ous reading materials. Similarly, pupils who are encour- quency and the duration of reading. Nevertheless, the fre-aged to read in the classroom frequently bave higher intrin- quency and the duration of reading are especially impor-sic motivation than those who are seldom encouraged for tant as predictors of reading comprehension and thus indi-such activity. rectly influence pupils' academic achievement (Guthrie,

I c d. d d" . I . . Wigfield, Metsala, & Cox, 1999).nterest lor rea mg an rta mg m socla context IS m-

fluenced by the possibility to choose reading materials.Pupils of those teachers who give opportunities to choose Pupils ' reading motivation and their reading efficiency

reading materials show higher interest for reading than those

pupils who do not get such opportunities. The frequency of The results ofnumerous studies show that reading mo-teacher's rea?ing during lessons h~s an effect on pupil's tivation is connected to pupils' reading efficiency (Cip-

competence m t.he classroom. Puplls of the teachers who ielewski & Stanovich, 1992; Cunningham & Stanovich,

frequently read m the classroom fell more competent than 1991; Wigfield & Guthrie, 1997) and that it is an important

those pupils whose teachers seldom read during lessons. predictor of pupils' academic achievement (Madden, Slavin,

r :t Karweit, Dolan, & Wasik, 1993). Therefore, our next aim

I . .: 'Ii was to mvestlgate whether better readers actually are more

motivated for reading and which dimensions of readingDISCUSSION motivation are the strongest factors of reading achievements.

Moreover, we wanted to examine the sex differences in read-I . . ing motivation that are reported by many researchers (Ec-

Themampurposeofourstudywastoexammetheread-I W . fi ld H ld& BI nfi ld 1993' M h 1989 '. ... .1 fh 'gh I h 1 d c es, 19 le , arG ume e, , ars, ,

mg motlvatlon m PUPI s o I er e ementary sc 00 gra es M II ' t I 2003) Sl ' Idt . t. t .f d .th h k. d f ... h u IS e a., on oveman samp e.an o mves 19a e I an WI w at m o actlvltles teac - .

er can enhance the development of reading motivation in The results of our study .sh~w that rea~ing e~cienc~ of

pupils. This question is of a special importance because seventh.-grade~ cor:elate~ slgnlfi~~tly WI~ al~ dlme~sl~ns

empirical studies consistently showa significant decrease o~ re.admg ~ot.lvatl~n: With extrlnSI.C motIvatIon., Wl.th m-

in reading motivation in later elementary school years and tx:tnslc motlv~tlon (mterest for :eadmg. an~ readl~g m so-in secondary school (Kush & Watkins 1996' McKenna et clal context; mvolvement and Immerslon m readmg) and

al., 1995; OECD, 2002; Wigfield, 1997). Be~ides, we also with reading (in)competence. There are signific~t differ-

wanted to finci out whether pupils' self-reported reading ences between good, average: and poor readers m all ~our

motivation is actually reflected in their reading practices factors. Good ~ea~ers (~oth.glrls an~ boys~ show the hlgh-

and whether it relates to reading efficiency. est level of extrlnslc motIvatIon, the hlghest mterest for read-ing and reading in social context, get more involved and

. , immersed in reading and feel the most competent for read-PuPlls reading motivation and reading behaviour ing. Poor readers show low levels of extrinsic motivation,

the lowest interest for reading and reading in social con-Reading behaviour that should reflect reading motiva- text, get less involved and immersed in reading and feel at

tion is mainly defined as the frequency and the duration of least competent for reading. There are sex differences in

reading. The results of this study show that the factors of the first three factors - girls are more extrinsically and in-

,; reading motivation are significantly related to the amount trinsically motivated for reading compared to boys.

-1j of r~ading, ~oth to the frequency and to the duration of The results are congruent with the research on reading

. iJ :!'! rea~mg. Puplls who r.ea~ more fre~ue~tl~ and for I.onger motivation that consistently s~ows differences between

~1

1 :ljjJ penods are ~ore extrlnSlcall~ and mtrlnslcally motlva~ed good and poor readers. These dlfferences were found also

I. :!ji: (show more mterest for readmg generally and for readmg in the international PIRLS 2001 study (Mullis, et al., 2003;:1.11 !':lf; in social context and get more involved and immersed in Peèjak, et al., 2003). In PIRLS study it was also found that

:11111:(,.' reading) a~d feel more competent than pupils that read for Slovene students with hi~ readi~g self-e~cacy h~ve higherc'" 11~! iijj.'~'- shorter penods, seldom or never. results than the average mternatlonal readmg achlevement,

t! ~t!J",;

r ~:!jlii~f 20

( iU~

; ji!i~;;~ I_I~I. ' iH W '~ , ,,11'~ " j" '" illl":n:~' -, ,I ,i1jj~~~; ~.

't r

I.

~

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PEÆJAK and KOŠIR, Enhancing reading motivation, Review ofPsychology, 2004, ~I. II, No. 1-2,11-24 '.

«

d while students with low self-efficacy do not reach the in- ment of pupils' reading motivation. The following activi- /

11 temational average. Lau and Chan (2003) found signifi- ties proved to be efficient: the frequency ofusing various

i- cant differences between good and poor readers in intrinsic reading materials, enhancing pupils to read and to talk about

~ motivation and in self-efficacy, with poor readers constant- what they read, the frequency of reading during lessons,

i- ly showing low self-efficacy and low intrinsic motivation. and teaching reading strategies to pupils. As can be seen in

In These connections between self-efficacy and intrinsic mo- Table 5, all these activities (except acting as a reading model)

~ tivation can he fatal for students, because they work as the bave an effect on the dimensions of reading motivation in

rs so-called "Matthew's effect". Matthew's effect is seen in a pupils.

~ circular process, where the good readers can improve their More frequent use of various reading materials influ-

e- reading more than less successful students. Higher reading ences pupils' involvement and immersion in reading. Pu-

r- achievement leads to higher feeling ofself-efficacy, higher pils of the teachers that use various reading materials more

~- self-efficacy motivates students for reading, they devote frequently are more intrinsically motivated compared to the

CO more time to reading activities and consequently, they can pupils ofteachers that use such reading materials occasion-

develop higher reading proficiency (Guthrie, et al., 1999). ally or seldom. The possible explanation of this finding is

Self-efficacy in reading can be a link between frequent read- that by using various reading materials it is more likely that

cl ing and reading achievement. the materials are interesting for pupils, which implies more

involvement and immersion in reading. Similar are the find-

()- Ine relationship between teacher s beliefs about the ings of Guthrie and Humenick (2004) that using interest-

p- importance of reading and his/her behaviour in the ing text that refers to topic interest, format appeal, and rel-

;h, classroom evance oftextual materiai increases intrinsic reading moti-

mt vation.

in, It is often emphasized that teacher's beliefs about cer- The results of some other studies (Gambrell et al., 1996;

im min topic (e.g. reading motivation) influence his/her class- Lundberg & Linnakyla, 1993) show that one very impor-Ire room practice~. Therefore, our aim was to examine the im- tant way in which teachers motivate students to read is by

ng portance the teachers attribute to reading generallyand how being an explicit reading model. Teachers who love read-

Its. important they find the reading instruction goals in curric- ing and are avid readers themselves bave students who bave

Id- ulum. One would expect that teachers who highly value higher reading motivation then do students ofteachers who

;c- reading and reading goals use the activities that enhance rarely read. In our study, we did not find any significant

19; pupils' reading motivation more often. The results of this correlation between teacher's acting as a reading model and

study support this assumption. Significant, moderate cor- factors of re~ding motivation. It is possible that althoughof relations were found between teacher's beliefs about the being aware of the importance ofteacher's model for pu-

>ns importance of reading and the frequency of teacher's and pils' motivation, teachers do not bave enough time during

in- pupils' reading: teachers who highly value reading read lessons to read to pupils and to discuss with them about

so- during lessons and organize the activities in such away books.

~d that pupils read d~ng lessons more.often. More~ver, these One of the important teacher's activities for the devel-

er- t~achers tea

ft ch pupIls how to use different readmg strate- opment of pupils' reading motivation is enhancing pupils

our gles more o en. .

. to read and to dlscuss about books. The good way to orga-

gh- Teacher's beliefs about the importance of readmg goals nize such activities is discussion in small groups or cooper-

ad- are reflected in acting as a reading model. Teachers that ative learning. We found this activity to be related to high-

md find reading goals in curriculum important act as a reading er extrinsic motivation in pupils which is not consistent with

ad- model for pupils more often - they read them from books the findings of some other authors (Guthrie & Humenick,

l~:~ alou.d, ~scu~s with pupils about what they read etc. This 2004; Tumer, 1997) that social collaboration during read-

finding Implles the need to permanently educate teachers in

g which includes social discourse and other collabora-:1 at . f d . d d . I ti -s in a?o~t the.lmportance. o Tea. mg an rea mg .goa s or pu rive activities is intrinsically motivated. However, our re-

in- ?l1s readi~g (acade~lc) achlevement an~ for hfelong learn- sults are similar to the findings of authors that report coop-

, mg, both m the penod of formal educatIon and later. erative activities to be significantly related to pupils' read-

lin . .. . ..,. ing behaviour - i.e. the frequency and the duration of read-

'ee~ ~eac~er s actlvlties for enhancmg puplls readmg mo- ing (Guthrie et al, 1999; Taylor, Pearson, Clark .& Walp~le.

1 ttvation 2000). Another important teacher's practice IS enabhng

a so

d . .

Wh dJ03. pupils to choose the Tea mg matenals. en stu ents are

tha~ Teachers often use some classroom activities to enhance supported in choosing in a wide selection of text, reading

gher pupils' reading motivation. Therefore, we were interested motivationandachievementincrease(G~brelletal., 19~6;

lent, in which activities actually bave effects for the develop- Guthrie, & Cox, 2001). The results of thiS study are consls-

21

~ ~ .

- --.' ~ '"

!

PEÈJAKand KOŠIR, Enhancing reading motivation, Review ofPsychology, 2004, VoI. II, No. 1-2, 11-24 l

I; tent with these findings: pupils who bave the opportunity Baker, L., & Wigfield, A. (1999). Dimensions ofchildren's

C to choose the reading materials autonomously show higher motivation for reading and their relations to reading

interest for reading and reading in social context. activity and reading achievement. Reading Research

The frequency of reading in the classroom (indepen- Quarterly. 34,452-477.

dent1y of who is the reader - teacher or pupi1s) is connect- Bucik, N. (2003). Motivacija za branje: slovenski rezultati.ed with extrinsic motivation and 1ack of se1f-efficacy in (Reading motivation: slovene resultsJ(Retrieved

students. In classrooms where teacher frequently reads dur- 18.04.2003 from: http://www.pei.si/czue/pirls ).

ing lessons pupils are more extrinsically motivated for read- Castle, M. (1994). He1ping children choose books. In E.H. ,!!

ing. However, they feelless competent compared to pupils Cramer & M. Castle (Eds.), Fostering the love ofread- :'

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