Prediction Reading Comprehension Based on Reading Motivation and Reading Attitude among Students in Yazd

Document Type : Original Article

Authors

1 Assistant professor, Farhangian University of Tehran, Tehran, Iran

2 Ph.D. Candidate in Educational Psychology, Shahid Chamran University, Ahvaz, Iran.

3 Assistant professor, Department of French Language, Faculty of Foreign Languages, University of Isfahan, Isfahan, Iran

4 Ph.D. Candidate in Educational Psychology, Faculty of Literature and Humanities, University of Lorestan, Khoramabad, Iran

10.22091/jrim.2024.10697.1067

Abstract

Reading is one of the most important academic skills. Many researchers have considered the ultimate goal of reading to be comprehension and therefore believe that emotional factors have a great influence on it. It is necessary to examine the predictability of reading comprehension based on variables of reading motivation and attitude towards it. This research was conducted with the aim of predicting reading comprehension based on reading motivation and reading attitude among students in Yazd. The regression method was used to analyze the data. The statistical population of this research includes all sixth grade male and female students in Yazd city in the academic year of 2022-2023, which is 11374 people according to the education statistics. In this research, the multi-stage cluster sampling method was used to determine the sample. Based on the table of Krejcie and Morgan, the sample size included 375 students, which consisted of 193 girls and 182 boys. Students answered Pirls' (2011) reading comprehension questions, reading motivation (Wigfield & Guthrie, 1997) and reading attitude survey (McKenna & Kear, 1999). Multiple correlation methods of SPSS26 software were used for data analysis. The results show that efficient reading, intrinsic reading motivation and academic reading attitude significantly predict reading comprehension (p<0.05). While the external motivation of reading, social motivation of reading and recreational reading cannot significantly predict the reading comprehension (p<0.05).

Keywords

References

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Journal of research in instructional methods
Volume 2, Issue 2 - Serial Number 6
September 2024
Pages 81-103

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History

  • Receive Date: 02 May 2024
  • Revise Date: 21 August 2024
  • Accept Date: 17 September 2024

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