The Effect of Reading Motivations of 6th, 7th and 8th Grade Students on Reading Attitudes: A Structural Equation Modeling

Abstract

In this study, it was aimed to analyze the reading motivations of 6th, 7th and 8th graders on reading attitudes through structural equation modeling, as well as their reading attitudes and motivations in terms of different variables. In the research carried out by the relational and descriptive scanning model, the study group formed by simple random sampling consisted of 349 6th, 7th and 8th grade students. The Survey of Adolescent Reading Attitudes (SARA) developed by Baştuğ and Keskin (2013) and the Motivations for Reading Questionnaire (MRQ) adapted to Turkish by Durmuş (2014) were used in the collection of the data. As a result of the research, it has been found that hypothesis model is valid and reading motivation directly and significantly affects the reading attitude, but it does not have a direct effect on the reading attitude. In addition, 50% of the reading attitude has been explained by reading motivation. However, it has been determined that reading motivations and attitudes of 6th, 7th, and 8th graders are different in terms of gender and class level variables. [ABSTRACT FROM AUTHOR]