Confirmatory factor analyses of the Baylor Revision of the Motivation to Read Survey (B-MRS) with middle school students.

Author ORCID Identifier

Kara Styck:https://orcid.org/0000-0002-3642-8530

Publication Title

School Psychology

ISSN

25784218

E-ISSN

25784226

Document Type

Article

Abstract

Reading depends on the integration of both cognitive and motivational factors, yet reading motivation has received little attention in the research literature. The purpose of the present study was to evaluate the psychometric properties of the Baylor Revision of the Motivation to Read Survey (B-MRS; Watkins & Browning, 2015) with a sample of 731 students in Grades 6–8. The results of exploratory and confirmatory factor analyses supported the oblique two-factor structure of the B-MRS, which was invariant across gender, and regression analyses indicated that gender and grade were not significant predictors of reading motivation. These results add to the growing body of literature providing preliminary support for the B-MRS. (PsycINFO Database Record (c) 2020 APA, all rights reserved) Impact and Implications—Reading motivation declines toward the end of elementary school, but few assessments of reading motivation have been validated for use with middle or high school students. The results of this study provide preliminary support for the use of the Baylor Revision of the Motivation to Read Survey (B-MRS) with middle school students. Valid assessment of reading motivation among middle schoolers using the B-MRS may improve the identification of students at risk for lower motivation to read and aid progress monitoring of motivation levels during adolescence. (PsycINFO Database Record (c) 2020 APA, all rights reserved)

First Page

1

Last Page

9

Publication Date

1-1-2020

DOI

10.1037/spq0000345

PubMed ID

31670550

Keywords

factor analysis, reading, reading motivation, validity

Department

Department of Psychology

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