Factors and Latent Profiles of Teacher Reading Motivation in U.S. Schools
Location
Session 4 Presentations - Literacy Education III
Proposal Track
Research Project
Session Format
Presentation
Abstract
This study investigated reading motivation among teachers in PK–12 schools. Teachers (N = 1,052) from across the U.S. completed the Adult Reading Motivation Scale (ARMS; Schutte & Malouff, 2007), a survey that proposes to measure four dimensions of adult reading motivation. Using exploratory structural equation modeling (ESEM), the researchers sought to determine the factors that underlie the data and the relationship between reading motivation latent and observed variables. Results revealed five factors, namely importance of reading (F1), reading for recognition (F2), reading for occupational effectiveness (F3), reading to be challenged (F4), and reading self-efficacy (F5). Additional latent profile analysis (LPA) yielded five latent profiles of teacher reading motivation: (a) the largest group labeled AVG (LP1) had close to average scores on all five factors; (b) the second-largest latent profile labeled AA-Low F2 (LP2) had overall above-average factor scores except for F2; (c) an AA-High F2A group (LP3) with overall above-average scores and the highest mean F2 scores; (d) a BA-Low F5 group (LP4) with overall below-average factor scores and the lowest mean F5 scores; and (e) a BA-Low F1 group (LP5), the smallest group, with below-average factor scores on all indicators and the lowest mean F1 scores. Findings are interpreted in light of reading engagement (Wigfield & Guthrie, 1997) and self-determination (Ryan & Deci, 2000) theories. Implications for reading research and teacher education are presented.
Keywords
adult reading motivation, teacher reading motivation, exploratory structural equation modeling, latent profile analysis
Professional Bio
Dr. Robert A. Griffin is an assistant professor in the Department of Literacy and Special Education at the University of West Georgia. Dr. Griffin's primary research interests involve exploring reading motivation and achievement for bi/multilingual students, striving readers, and at-promise student groups. In addition to serving as a senior editor of GATESOL Journal, Dr. Griffin serves on editorial review boards for several journals in the fields of literacy education and TESOL. Dr. Griffin has published articles on topics ranging from quantitative analyses of reading motivation to pedagogical pieces on authentic writing instruction and morphological awareness for diverse students.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Griffin, Robert A. and Mindrila, Diana, "Factors and Latent Profiles of Teacher Reading Motivation in U.S. Schools" (2021). Georgia Educational Research Association Conference. 61.
https://digitalcommons.georgiasouthern.edu/gera/2021/2021/61
Factors and Latent Profiles of Teacher Reading Motivation in U.S. Schools
Session 4 Presentations - Literacy Education III
This study investigated reading motivation among teachers in PK–12 schools. Teachers (N = 1,052) from across the U.S. completed the Adult Reading Motivation Scale (ARMS; Schutte & Malouff, 2007), a survey that proposes to measure four dimensions of adult reading motivation. Using exploratory structural equation modeling (ESEM), the researchers sought to determine the factors that underlie the data and the relationship between reading motivation latent and observed variables. Results revealed five factors, namely importance of reading (F1), reading for recognition (F2), reading for occupational effectiveness (F3), reading to be challenged (F4), and reading self-efficacy (F5). Additional latent profile analysis (LPA) yielded five latent profiles of teacher reading motivation: (a) the largest group labeled AVG (LP1) had close to average scores on all five factors; (b) the second-largest latent profile labeled AA-Low F2 (LP2) had overall above-average factor scores except for F2; (c) an AA-High F2A group (LP3) with overall above-average scores and the highest mean F2 scores; (d) a BA-Low F5 group (LP4) with overall below-average factor scores and the lowest mean F5 scores; and (e) a BA-Low F1 group (LP5), the smallest group, with below-average factor scores on all indicators and the lowest mean F1 scores. Findings are interpreted in light of reading engagement (Wigfield & Guthrie, 1997) and self-determination (Ryan & Deci, 2000) theories. Implications for reading research and teacher education are presented.
