Psychometric Features of a Scale for Characterizing Motivation for Academic Reading
Keywords:
Motivation, academic reading, expectancy, task value, test.Abstract
The competencies associated with academic reading, especially the motivational aspects, are essential to undergraduate students’ academic success. Motivation is an emerging issue that has given rise to many studies, yet motivation for academic reading remains a subject rarely addressed or studied. To effectively support the learning process, a diagnostic that is capable of providing precise, valid and reliable information on the motivational aspects of reading in an academic context is necessary. This article presents the results of the process of construction and validation of the Motivation Scale for Academic Reading (EMLA-acronym in Spanish), which was based on the Expectancy & Value model of Jacqueline Eccles and Allan Wigfield (2002), hereinafter EyV. This instrument provides clues for motivational intervention to incentivize reading in an academic context. Likewise, we also report on the structure of the instrument, its theoretical foundations, its factor structure and reliability—psychometric characteristics that make EMLA a solid, valid and reliable instrument.Downloads
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References
Baker, L. y Wigfield, A. (1999). Dimensions of children's motivation for reading and their relations to reading activity and reading achievement. Reading Research Quarterly, 34(4), 452-477.
Bandura, A. (1997). Self-efficacy: The exercise of control. Nueva York: W. H. Freeman and Company.
Best, R., Loyd, R. y McNamara, D. (2004). Understanding the fourth-grade slump: Comprehension difficulties as a function of reader aptitudes and text genre. Consultado en http://goo.gl/0OjIw
Carlino, P. (mayo, 2003). Leer textos científicos y académicos en la educación superior: obstáculos y bienvenida a una cultura nueva. Trabajo presentado en el 6°
Congreso Internacional de Promoción del Libro y la Lectura. Buenos Aires.
Carlino, P. (2005). Escribir, leer y aprender en la Universidad. Buenos Aires: Fondo de Cultura Económica.
Carlino, P. y Estienne, V. (2004). Leer en la universidad: enseñar y aprender una cultura nueva. Uni-Pluri/Versidad, 4(3). Consultado en http://unipluriversidad.udea.edu.co/vol4-1/vol4-3-2.htm
Chanock, K. (2001). From mystery to mastery. Trabajo presentado en la Australian Language and Academic Skills Conference “Changing Identities”, Wollongong, New South Wales, Australia.
Cortina, J. M. (1993). What is coefficient alpha? An examination of theory and applications. Journal of Applied Psychology, 78, 98-104.
Cronbach, L. J. (2004). My current thoughts on coefficient alpha and successor procedures. Los Ángeles, CA: Center for the Study of Evaluation (CSE), National Center for Research on Evaluation, Standards, and Student Testing (CRESST), Graduate School of Education e Information Studies.
Deci, E. L. y Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Nueva York: Plenum.
Deci, E. L. y Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6), 627-668.
Deci, E. L., Vallerand, R. J., Pelletier, L. y Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3-4), 325-346.
Eccles, D. W. y Feltovich, J. P. (2008). Implications of domain-general “psychological support skills” for transfer of skill and acquisition of expertise. Performance Improvement Quarterly, 21(1), 43-60.
Eccles, J. (2005). Studying the development of learning and task motivation. Learning and Instruction, 15(2), 161-171.
Eccles, J., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L. et al. (1983). Expectancies, values, and academic behaviors achievement and achievement motivation. San Francisco, CA: W. H. Freeman.
Eccles, J. Adler, T. y Meece, J. (1984). Sex differences in achievement: A test of alternate theories. Journal of Personality and Social Psychology, 46(1), 26-43.
Eccles, J. y Wigfield, A. (1995). In the mind of the actor: The structure of adolescents’ achievement task values and expectancy-related beliefs. Personality and Social Psychology Bulletin, 3(21), 215-225.
Eccles, J. y Wigfield, A. (2002). Motivational beliefs, values and goals. En S. T. Fiske, D. L. Schacter y C. Sahn-Waxler (Eds.). Annual Review of Psychology (pp. 109-132). Palo Alto, CA: Annual Reviews.
Gámez, E. y Díaz Gómez, J. M. (2003). Hábitos lectores y motivación entre estudiantes universitarios. Revista Electrónica de Motivación y Emoción, 6(13), 2-12.
Graff, G. (2002). The problem and other oddities of academic discourse. Arts and Humanities in Higher Education, 1(1), 27-42.
Guthrie, J. y Wigfield, A. (1999). How motivation fits into a science of reading. Scientific studies of reading, 3, 199-205.
Guthrie, J. y Wigfield, A. (2000). Engagement and motivation in reading. Handbook of reading research, 3, 403-422.
Guthrie, J., Wigfield, A., Barbosa, P., Perencevich, K., Taboada, A., Davis, M. et al. (2004). Increasing reading comprehension and engagement through concept-oriented reading instruction. Journal of Educational Psychology, 96(3), 403-423.
Guthrie, J., Wigfield, A., Metsala, J. y Cox, K. (1999). Motivational and cognitive predictors of text comprehension and reading amount. Scientific Studies of Reading, 3(3), 231-256.
Guthrie, J., Wigfield, A. y Perencevich, K. (2004). Motivating reading comprehension: Concept-oriented reading instruction. Nueva Jersey, EUA: Erlbaum.
Kerlinger, F. y Lee, H. (2002). Investigación del comportamiento. Métodos de investigación en Ciencias Sociales. México: Mc Graw Hill.
Kintsch, W. (2004). The construction-integration model of text comprehension and its implications for instruction. In R. B. Ruddell y N. J. Unrau (Eds.). Theoretical models and processes of reading. Delaware, EUA: International Reading Association.
Kintsch, W. (2005). An overview of top-down and bottom-up effects in comprehension: The CI perspective. Discourse processes, 39(2), 125-128.
Kintsch, W. y Welsch, D. (1991). The construction-integration model: A framework for studying memory for text. En W. E. Hockley y S. Lewandowsky (Eds.). Relating theory and data: Essays on human memory (pp. 367-385). Nueva Jersey, EUA: Erlbaum.
Muñoz, C. y Schelstraete, M. A. (2008). Decodificación y comprensión de lectura en la edad adulta: ¿una relación que persiste? Revista Iberoamericana de Educación, 45(5), 1-8.
Neuville, S., Bourgeois, É. y Frenay, M. (2004). The subjective task value: clarification of a construct. En S. Neuville (Ed.), La perception de la valeur des activités d'apprentissage : étude des déterminants et effets. Louvain la neuve (Tesis doctoral no publicada). Université Catholique de Louvain, Bélgica.
Neuville, S., Frenay, M., y Bourgeois, É. (2007). Task value, self-efficacy and goal orientations: Impact on self-regulated learning, choice and performance among university students. Psychologica Belgica, 47(1), 95-117.
Núñez, J. C. (2009). Motivación, aprendizaje y rendimiento académico. Trabajo presentado en el X Congresso Internacional Galego-Português de Psicopedagogia. Braga, Portugal.
Otero, J. y Kintsch, W. (1992). Failures to detect contradictions in a text: What readers believe versus what they read. Psychological Science, 3(4), 229-235.
Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543-578.
Perfetti, C. (1999,). Content integration and source separation in learning from multiple texts. En S. Goldman, A. C. Graesser y P. van den Broek (Eds.). Narrative comprehension, causality, and coherence: Essays in honor of Tom Trabasso (pp. 209). Mahwah: NJ: Erlbaum.
Pintrich, P. R. (1988). A process-oriented view of student motivation and cognition. En J. Stark and L. Mets (Eds.). Improving teaching and learning through research: New directions for institutional research (Vol. 57, pp. 65-79). San Francisco, CA: Jossey-Bass.
Pintrich, P. R. y De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
Pintrich, P. R., y Schunk, D. H. (2002). Motivation in education: Theory, research and applications. Nueva Jersey, EUA: Merrill Prentice Hall.
Pintrich, P. R., Smith, D. A. F., Garcia, T. y McKeachie, W. J. (1993). Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801-813.
Sanacore, J. y Palumbo, A. (2009). Understanding the fourth-grade slump: Our point of view. The Educational Forum, 73, 67-74.
Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26(3-4), 207.
Silvia, P. J. (2006). Exploring the psychology of interest. Oxford University Press.
Streiner, D. L. (2003). Starting at the beginning: An introduction to coefficient alpha and internal consistency. Journal of Personality Assessment, 80(1), 99-103.
Vardi, I. (Julio, 2000). What lecturers’ want: an investigation of lecturers’ expectations in first year essay writing tasks. Trabajo presentado en la Forth Pacific Rim, First Year in Higher Education Conference 2000: Creating Futures for a New Millennium. Queensland University of Technology, Brisbane, Australia.
Vázquez, A. (2005). ¿Alfabetización en la universidad? En A. Rivarosa (Comp.). Estaciones para el debate. Un mapa de diálogo con la cultura universitaria. Argentina: Universidad Nacional de Río Cuarto.
Wigfield, A. (1994). Expectancy-value theory of achievement motivation: A developmental perspective. Educational Psychology Review, 6(1), 49-78.
Wigfield, A. (1997). Reading motivation: A domain-specific approach to motivation. Educational Psychologist, 32(2), 59-68.
Wigfield, A. y Asher, S. (1984). Social and motivational influences on reading. En P. D. Pearson, R. Barr, M. L. Kamil y P. Mosenthal (Eds.). Handbook of reading research (pp. 423-452). Nueva York: Longman.
Wigfield, A. y Eccles, J. (1992). The development of achievement task values: A theoretical analysis. Developmental Review, 12, 265-310.
Wigfield, A. y Eccles, J. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68-81.
Wigfield, A. y Eccles, J. (2002). The development of competence beliefs, expectancies for success, and achievement values from childhood through adolescence. En A.
Wigfield y J. Eccles (Eds.), Development of achievement motivation (pp. 91-145). San Diego, CA: Academic Press.
Wigfield, A., Eccles, J. y Roeser, R. (1998). Relations of young children’s ability related beliefs to their subjective task values, performance, and effort. Trabajo presentado en el International Congress of Applied Psychology, San Francisco, CA.
Wigfield, A., Guthrie, J., Perencevich, K., Taboada, A., Klauda, S., McRae, A. et al. (2008). Role of reading engagement in mediating effects of reading comprehension instruction on reading outcomes. Psychology in the Schools, 45(5), 432.
Zimmerman, B. J., Bandura, A. y Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29(3), 663-676.
Bandura, A. (1997). Self-efficacy: The exercise of control. Nueva York: W. H. Freeman and Company.
Best, R., Loyd, R. y McNamara, D. (2004). Understanding the fourth-grade slump: Comprehension difficulties as a function of reader aptitudes and text genre. Consultado en http://goo.gl/0OjIw
Carlino, P. (mayo, 2003). Leer textos científicos y académicos en la educación superior: obstáculos y bienvenida a una cultura nueva. Trabajo presentado en el 6°
Congreso Internacional de Promoción del Libro y la Lectura. Buenos Aires.
Carlino, P. (2005). Escribir, leer y aprender en la Universidad. Buenos Aires: Fondo de Cultura Económica.
Carlino, P. y Estienne, V. (2004). Leer en la universidad: enseñar y aprender una cultura nueva. Uni-Pluri/Versidad, 4(3). Consultado en http://unipluriversidad.udea.edu.co/vol4-1/vol4-3-2.htm
Chanock, K. (2001). From mystery to mastery. Trabajo presentado en la Australian Language and Academic Skills Conference “Changing Identities”, Wollongong, New South Wales, Australia.
Cortina, J. M. (1993). What is coefficient alpha? An examination of theory and applications. Journal of Applied Psychology, 78, 98-104.
Cronbach, L. J. (2004). My current thoughts on coefficient alpha and successor procedures. Los Ángeles, CA: Center for the Study of Evaluation (CSE), National Center for Research on Evaluation, Standards, and Student Testing (CRESST), Graduate School of Education e Information Studies.
Deci, E. L. y Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Nueva York: Plenum.
Deci, E. L. y Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6), 627-668.
Deci, E. L., Vallerand, R. J., Pelletier, L. y Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3-4), 325-346.
Eccles, D. W. y Feltovich, J. P. (2008). Implications of domain-general “psychological support skills” for transfer of skill and acquisition of expertise. Performance Improvement Quarterly, 21(1), 43-60.
Eccles, J. (2005). Studying the development of learning and task motivation. Learning and Instruction, 15(2), 161-171.
Eccles, J., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L. et al. (1983). Expectancies, values, and academic behaviors achievement and achievement motivation. San Francisco, CA: W. H. Freeman.
Eccles, J. Adler, T. y Meece, J. (1984). Sex differences in achievement: A test of alternate theories. Journal of Personality and Social Psychology, 46(1), 26-43.
Eccles, J. y Wigfield, A. (1995). In the mind of the actor: The structure of adolescents’ achievement task values and expectancy-related beliefs. Personality and Social Psychology Bulletin, 3(21), 215-225.
Eccles, J. y Wigfield, A. (2002). Motivational beliefs, values and goals. En S. T. Fiske, D. L. Schacter y C. Sahn-Waxler (Eds.). Annual Review of Psychology (pp. 109-132). Palo Alto, CA: Annual Reviews.
Gámez, E. y Díaz Gómez, J. M. (2003). Hábitos lectores y motivación entre estudiantes universitarios. Revista Electrónica de Motivación y Emoción, 6(13), 2-12.
Graff, G. (2002). The problem and other oddities of academic discourse. Arts and Humanities in Higher Education, 1(1), 27-42.
Guthrie, J. y Wigfield, A. (1999). How motivation fits into a science of reading. Scientific studies of reading, 3, 199-205.
Guthrie, J. y Wigfield, A. (2000). Engagement and motivation in reading. Handbook of reading research, 3, 403-422.
Guthrie, J., Wigfield, A., Barbosa, P., Perencevich, K., Taboada, A., Davis, M. et al. (2004). Increasing reading comprehension and engagement through concept-oriented reading instruction. Journal of Educational Psychology, 96(3), 403-423.
Guthrie, J., Wigfield, A., Metsala, J. y Cox, K. (1999). Motivational and cognitive predictors of text comprehension and reading amount. Scientific Studies of Reading, 3(3), 231-256.
Guthrie, J., Wigfield, A. y Perencevich, K. (2004). Motivating reading comprehension: Concept-oriented reading instruction. Nueva Jersey, EUA: Erlbaum.
Kerlinger, F. y Lee, H. (2002). Investigación del comportamiento. Métodos de investigación en Ciencias Sociales. México: Mc Graw Hill.
Kintsch, W. (2004). The construction-integration model of text comprehension and its implications for instruction. In R. B. Ruddell y N. J. Unrau (Eds.). Theoretical models and processes of reading. Delaware, EUA: International Reading Association.
Kintsch, W. (2005). An overview of top-down and bottom-up effects in comprehension: The CI perspective. Discourse processes, 39(2), 125-128.
Kintsch, W. y Welsch, D. (1991). The construction-integration model: A framework for studying memory for text. En W. E. Hockley y S. Lewandowsky (Eds.). Relating theory and data: Essays on human memory (pp. 367-385). Nueva Jersey, EUA: Erlbaum.
Muñoz, C. y Schelstraete, M. A. (2008). Decodificación y comprensión de lectura en la edad adulta: ¿una relación que persiste? Revista Iberoamericana de Educación, 45(5), 1-8.
Neuville, S., Bourgeois, É. y Frenay, M. (2004). The subjective task value: clarification of a construct. En S. Neuville (Ed.), La perception de la valeur des activités d'apprentissage : étude des déterminants et effets. Louvain la neuve (Tesis doctoral no publicada). Université Catholique de Louvain, Bélgica.
Neuville, S., Frenay, M., y Bourgeois, É. (2007). Task value, self-efficacy and goal orientations: Impact on self-regulated learning, choice and performance among university students. Psychologica Belgica, 47(1), 95-117.
Núñez, J. C. (2009). Motivación, aprendizaje y rendimiento académico. Trabajo presentado en el X Congresso Internacional Galego-Português de Psicopedagogia. Braga, Portugal.
Otero, J. y Kintsch, W. (1992). Failures to detect contradictions in a text: What readers believe versus what they read. Psychological Science, 3(4), 229-235.
Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543-578.
Perfetti, C. (1999,). Content integration and source separation in learning from multiple texts. En S. Goldman, A. C. Graesser y P. van den Broek (Eds.). Narrative comprehension, causality, and coherence: Essays in honor of Tom Trabasso (pp. 209). Mahwah: NJ: Erlbaum.
Pintrich, P. R. (1988). A process-oriented view of student motivation and cognition. En J. Stark and L. Mets (Eds.). Improving teaching and learning through research: New directions for institutional research (Vol. 57, pp. 65-79). San Francisco, CA: Jossey-Bass.
Pintrich, P. R. y De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
Pintrich, P. R., y Schunk, D. H. (2002). Motivation in education: Theory, research and applications. Nueva Jersey, EUA: Merrill Prentice Hall.
Pintrich, P. R., Smith, D. A. F., Garcia, T. y McKeachie, W. J. (1993). Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801-813.
Sanacore, J. y Palumbo, A. (2009). Understanding the fourth-grade slump: Our point of view. The Educational Forum, 73, 67-74.
Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26(3-4), 207.
Silvia, P. J. (2006). Exploring the psychology of interest. Oxford University Press.
Streiner, D. L. (2003). Starting at the beginning: An introduction to coefficient alpha and internal consistency. Journal of Personality Assessment, 80(1), 99-103.
Vardi, I. (Julio, 2000). What lecturers’ want: an investigation of lecturers’ expectations in first year essay writing tasks. Trabajo presentado en la Forth Pacific Rim, First Year in Higher Education Conference 2000: Creating Futures for a New Millennium. Queensland University of Technology, Brisbane, Australia.
Vázquez, A. (2005). ¿Alfabetización en la universidad? En A. Rivarosa (Comp.). Estaciones para el debate. Un mapa de diálogo con la cultura universitaria. Argentina: Universidad Nacional de Río Cuarto.
Wigfield, A. (1994). Expectancy-value theory of achievement motivation: A developmental perspective. Educational Psychology Review, 6(1), 49-78.
Wigfield, A. (1997). Reading motivation: A domain-specific approach to motivation. Educational Psychologist, 32(2), 59-68.
Wigfield, A. y Asher, S. (1984). Social and motivational influences on reading. En P. D. Pearson, R. Barr, M. L. Kamil y P. Mosenthal (Eds.). Handbook of reading research (pp. 423-452). Nueva York: Longman.
Wigfield, A. y Eccles, J. (1992). The development of achievement task values: A theoretical analysis. Developmental Review, 12, 265-310.
Wigfield, A. y Eccles, J. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68-81.
Wigfield, A. y Eccles, J. (2002). The development of competence beliefs, expectancies for success, and achievement values from childhood through adolescence. En A.
Wigfield y J. Eccles (Eds.), Development of achievement motivation (pp. 91-145). San Diego, CA: Academic Press.
Wigfield, A., Eccles, J. y Roeser, R. (1998). Relations of young children’s ability related beliefs to their subjective task values, performance, and effort. Trabajo presentado en el International Congress of Applied Psychology, San Francisco, CA.
Wigfield, A., Guthrie, J., Perencevich, K., Taboada, A., Klauda, S., McRae, A. et al. (2008). Role of reading engagement in mediating effects of reading comprehension instruction on reading outcomes. Psychology in the Schools, 45(5), 432.
Zimmerman, B. J., Bandura, A. y Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29(3), 663-676.
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2012-11-01
