Parent Support of Reading Motivation in Primary and Secondary Education: Interaction Effects with Age and Gender

Abstract

Studies on the association of parent reading support and the reading motivation of children beyond the first stages of reading development are scarce. Especially lacking is an analysis of what types of parent support are most strongly connected with motivation. In this study, we examine associations between different dimensions of parent reading support and reading motivation in a broad age sample. In a survey among 5,751 Dutch students in Grades 3 to 12, we assessed the extent and type of parent reading support they receive, and their intrinsic, extrinsic, and regulatory motivation for reading. Factor analyses revealed two dimensions of parent support: Targeted Support (parents directly target their children and/or aim to influence their reading behavior) and Stimulating Environment (parents do not directly influence children’s behavior but provide an environment conducive to reading). Targeted Support was positively related to extrinsic motivation and negatively to intrinsic and regulatory motivation, whereas Stimulating Environment was positively related to all types of motivation. We also observed interaction effects with age cohort: generally, effects of parent reading support on intrinsic and regulatory motivation occurred only or more strongly for secondary schoolers.