Contributions of reading self-concept, intrinsic motivation, and reading value to sixth graders’ purposeful reading: the mediating role of the task model
Résumé
This study explores the relationships between sixth graders' motivation for purposeful reading, their task understanding skills, and their comprehension of written texts. More specifically, we investigated the role of students' understanding of reading tasks as a mediator of the relationships between reading self-concept, intrinsic reading motivation, reading value, and comprehension performance. Two hundred thirty-one sixth graders completed a purposeful reading motivation questionnaire, four tasks assessing their understanding of reading tasks, and four tasks assessing their comprehension of written texts. Intrinsic motivation and self-concept predicted comprehension performance but did not predict task-modeling skills. Mediation analyses showed that task-modeling skills only mediated the relationship between reading value and comprehension performance. The contributions of various dimensions of adolescents' motivation for reading and their taskmodeling skills to their reading comprehension are discussed in light of current models of purposeful reading.
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