pre-adolescent students and their reading motivation and family reading habits

175 Pages·2016·2.2 MB·English

by  Jill L. Janes

Iowa State University Capstones, Theses and
Retrospective Theses and Dissertations
Dissertations
2008
Families, motivation, and reading: pre-adolescent
students and their reading motivation and family
reading habits
Jill L. Janes
Iowa State University
Follow this and additional works at:https://lib.dr.iastate.edu/rtd
Part of theFamily, Life Course, and Society Commons,Other Education Commons, and the
Reading and Language Commons
Recommended Citation
Janes, Jill L., "Families, motivation, and reading: pre-adolescent students and their reading motivation and family reading habits"
(2008).Retrospective Theses and Dissertations. 15428.
https://lib.dr.iastate.edu/rtd/15428
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Families, motivation, and reading: Pre-adolescent students
and their reading motivation and family reading habits

by

Jill L. Janes

A thesis submitted to the graduate faculty

in partial fulfillment of the requirements for the degree of

MASTER OF SCIENCE

Major: Education

Program of Study Committee:
Denise Schmidt, Major Professor
Donna Niday
Lori Norton-Meier

Iowa State University
Ames, Iowa
2008
Copyright © Jill L. Janes, 2008. All rights reserved.
1454596

1454596
2008
ii

TABLE OF CONTENTS

LIST OF FIGURES v

LIST OF TABLES vi

ABSTRACT ix

CHAPTER I. INTRODUCTION 1
Statement of the Problem 4
Purpose and Objectives 4
Research Questions 5
Need for the Study 5
Implications and Educational Significance 6
Definition of Terms 6

CHAPTER II. LITERATURE REVIEW 8
Motivation as a Concept 8
Intrinsic and Extrinsic Motivation 8
Factors of Motivation in Reading 9
Effects of Reading Motivation 13
Family Involvement in Education 17
Family Involvement Regarding Reading 26
Summary of Research 28

CHAPTER III. METHODS 30
Subjects 30
Research Design and Procedure 33
Instrumentation 36
Data Collection 45
Data Analysis 47

CHAPTER IV. FINDINGS 51
Subjects 51
Student Reported Reading Motivation 52
Student Control Group 52
Student Experimental Group 55
Student Control and Experimental Groups 57
Student Reported Family Reading Habits and Preferences 60
Student Control Group 60
Student Experimental Group 64
Student Control and Experimental Groups 68
Family Reported Family Reading Habits and Preferences 70
Family Control Group 71
iii

Family Experimental Group 74
Family Control and Experimental Groups 81
Reactions to Family Involvement Homework 81
Student Reactions to Family Involvement Homework 82
Family Reactions to Family Involvement Homework 84
Summary 86

CHAPTER V. SUMMARY, DISCUSSION, & RECOMMENDATIONS 88
Summary 88
Discussion of the Results 92
Recommendations 98
Conclusion 101

APPENDIX A. CONTROL GROUP LETTER OF INVITATION 102

APPENDIX B. EXPERIMENTAL GROUP LETTER OF INVITATION 104

APPENDIX C. FAMILY PRETEST 106

APPENDIX D. STUDENT PRETEST 108

APPENDIX E. CONTROL GROUP FAMILY POSTTEST 111

APPENDIX F. EXPERIMENTAL GROUP FAMILY POSTTEST 113

APPENDIX G. CONTROL GROUP STUDENT POSTTEST 116

APPENDIX H. EXPERIMENTAL GROUP STUDENT POSTTEST 120

APPENDIX I. CONTROL GROUP SAMPLE HOMEWORK 124

APPENDIX J. HOMEWORK CALENDAR 126

APPENDIX K. HOMEWORK SCORING RUBRIC 130

APPENDIX L. EXPERIMENTAL GROUP SAMPLE HOMEWORK 131

APPENDIX M. HOMEWORK RETURN RECORD 133

APPENDIX N. FAMILY PRETEST COVER LETTER 134

APPENDIX O. CONTROL GROUP ASSENT FORM 135

APPENDIX P. EXPERIMENTAL GROUP ASSENT FORM 136
iv

APPENDIX Q. CONTROL GROUP POSTTEST COVER LETTER 137

APPENDIX R. EXPERIMENTAL GROUP POSTTEST COVER LETTER 138

APPENDIX S. STUDENT CONTROL GROUP MOTIVATION DATA 139

APPENDIX T. STUDENT EXPERIMENTAL GROUP MOTIVATION DATA 140

APPENDIX U. ALL STUDENTS’ POSTTEST MOTIVATION DATA 141

APPENDIX V. STUDENT CONTROL GROUP FAMILY SURVEY DATA 142

APPENDIX W. STUDENT EXPERIMENTAL GROUP FAMILY SURVEY DATA 144

APPENDIX X. ALL STUDENTS’ POSTTEST FAMILY SURVEY DATA 146

APPENDIX Y. FAMILY CONTROL GROUP FAMILY SURVEY DATA 148

APPENDIX Z. FAMILY EXPERIMENTAL GROUP FAMILY SURVEY DATA 150

APPENDIX AA. ALL FAMILIES’ POSTTEST FAMILY SURVEY DATA 152

APPENDIX BB. ALL STUDENTS’ HOMEWORK REACTIONS DATA 154

APPENDIX CC. FAMILY & STUDENT HOMEWORK REACTIONS DATA 155

REFERENCES 157

ACKNOWLEDGEMENTS 163
v

LIST OF FIGURES

Figure 1. Wang and Guthrie (2004) Two-Factor Motivational Measurement Model 12

Figure 2. Wang and Guthrie (2004) Motivational Structural Model of Text
Comprehension 15

Figure 3. Eccles and Harold (1993) Model of Influences on Parent Involvement
and Child Outcomes. 19

Figure 4. Hoover-Dempsey and Sandler (1995) Causal and Specific Model of
Parental Involvement 21

Figure 5. Student control group posttest response for How often do you and
your family read together? 69

Figure 6. Student experimental group posttest response for How often do you
and your family read together? 69

Figure 7. Family control group posttest response for How often do you and
your family read together? 80

Figure 8. Family experimental group posttest response for How often do you
and your family read together? 80
vi

LIST OF TABLES

Table 1. Researcher-Created Questionnaire Origins 38

Table 2. Eigenvalues for the Factor of Motivation 40

Table 3. Questionnaire Descriptions 44

Table 4. Motivation Data Analysis 47

Table 5. Family Reading Habits Data Analysis 49

Table 6. Student Control Group Motivation Data 139

Table 7. T-test of student control group pretest and posttest mean
responses for I enjoy reading books about people in
different countries. 54

Table 8. Student Experimental Group Motivation Data 140

Table 9. T-test of student experimental group pretest and posttest
mean responses for I enjoy reading books about people
in different countries. 56

Table 10. T-test of student experimental group pretest and posttest
mean responses for I like hard, challenging books. 56

Table 11. T-test of student experimental group pretest and posttest
mean responses for I enjoy a long, involved story or
fiction book. 56

Table 12. All Students’ Posttest Motivation Data 141

Table 13. T-test of student control group and student experimental
group posttest mean responses for I like to read
because I always feel happy when I read things that
are of interest to me. 59

Table 14. T-test of student control group and student experimental
group posttest mean responses for If I am reading about
an interesting topic, I “sometimes” lose track of time. 59
vii

Table 15. T-test of student control group and student experimental
group posttest mean responses for I usually learn
difficult things by reading. 60

Table 16. T-test of student control group and student experimental
group posttest mean responses for I enjoy a long,
involved story or fiction book. 60

Table 17. Student Control Group Family Survey Data 142

Table 18. T-test of student control group pretest and posttest
mean responses for When we read together, someone
in my family asks me if they can read with me. 63

Table 19. T-test of student control group pretest and posttest
mean responses for How often do you and your family
read together? 63

Table 20. Student Experimental Group Family Survey Data 144

Table 21. T-test of student experimental group pretest and
posttest mean responses for When we read together,
my family and I talk about our predictions. 67

Table 22. All Students’ Posttest Family Survey Data 146

Table 23. Family Control Group Family Survey Data 148

Table 24. Family Experimental Group Family Survey Data 150

Table 25. T-test of family experimental group pretest and
posttest mean responses for When we read together,
my child and I talk about connections that we can
make to the text. 78

Table 26. T-test of family experimental group pretest and
posttest mean responses for How often do you and
your child read sports materials? 78

Table 27. T-test of family experimental group pretest and
posttest mean responses for How often do you and
your child read nature materials? 79
viii

Table 28. All Families’ Posttest Family Survey Data 152

Table 29. All Students’ Homework Reactions Data 154

Table 30. Family & Student Homework Reactions Data 155