Impact of motivation on 6th graders' reading comprehension: the mediating role of the task model
Résumé
This study examined the interplay of intrinsic reading motivation, reading self-concept and reading task value, as well as task model on 6th graders functional reading performance. Three hundred and forty students completed a reading motivation questionnaire created for the study, four reading comprehension tasks involving multiple documents, and a task model assessment. Reading motivation, especially self-concept, predicted reading comprehension and task model. Most importantly, task model mediated the relation between reading motivation and reading comprehension.