Psychometric Features of a Scale for Characterizing Motivation for Academic Reading

Psychometric Features of a Scale for Characterizing Motivation for Academic Reading

The competencies associated with academic reading, especially the motivational aspects, are essential to undergraduate students’ academic success. Motivation is an emerging issue that has given rise to many studies, yet motivation for academic reading remains a subject rarely addressed or studie...

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Prif Awduron: Muñoz Valenzuela, Carla, Ferreira Torres, Schonemann, Sánchez Quintul, Pamela, Santander Pérez, Sylvia, Pérez Rodríguez, Marcela, Valenzuela Carreño, Jorge
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Cyhoeddwyd: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2012
Mynediad Ar-lein:https://redie.uabc.mx/index.php/redie/article/view/314
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spelling redie-article-3142017-04-26T00:13:00Z Psychometric Features of a Scale for Characterizing Motivation for Academic Reading Características psicométricas de una escala para caracterizar la motivación por la lectura académica Muñoz Valenzuela, Carla Ferreira Torres, Schonemann Sánchez Quintul, Pamela Santander Pérez, Sylvia Pérez Rodríguez, Marcela Valenzuela Carreño, Jorge Motivation academic reading expectancy task value test. Motivación lectura académica expectativa valor de la tarea test. The competencies associated with academic reading, especially the motivational aspects, are essential to undergraduate students’ academic success. Motivation is an emerging issue that has given rise to many studies, yet motivation for academic reading remains a subject rarely addressed or studied. To effectively support the learning process, a diagnostic that is capable of providing precise, valid and reliable information on the motivational aspects of reading in an academic context is necessary. This article presents the results of the process of construction and validation of the Motivation Scale for Academic Reading (EMLA-acronym in Spanish), which was based on the Expectancy & Value model of Jacqueline Eccles and Allan Wigfield (2002), hereinafter EyV. This instrument provides clues for motivational intervention to incentivize reading in an academic context. Likewise, we also report on the structure of the instrument, its theoretical foundations, its factor structure and reliability—psychometric characteristics that make EMLA a solid, valid and reliable instrument. Las competencias asociadas con la lectura académica, en especial los aspectos motivacionales ligados a esta actividad, son una clave fundamental en el éxito académico de los estudiantes universitarios. La motivación es un tema emergente, que ha dado lugar a muchos estudios y, sin embargo, la motivación por la lectura de textos académicos continúa siendo un tema poco abordado y estudiado. Para brindar apoyo efectivo al proceso de aprendizaje, se hace necesario un diagnóstico capaz de informar de manera fina, válida y confiable sobre los aspectos motivacionales de la actividad de lectura en contexto académico. En el artículo se presentan los resultados del proceso de construcción y validación de la Escala de Motivación por la Lectura Académica (EMLA), construido a partir del modelo de Expectancy & Value de Jacqueline Eccles y Allan Wigfield (2002), en adelante EyV. Este instrumento proporciona pistas de intervención motivacional para incentivar la lectura en un contexto académico. Del mismo modo, se reporta la estructura del instrumento, sus fundamentos teóricos, así como su estructura factorial y confiabilidad; características psicométricas que hacen del EMLA un instrumento sólido, válido y confiable. REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2012-11-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf https://redie.uabc.mx/index.php/redie/article/view/314 Revista Electrónica de Investigación Educativa; Vol. 14 No. 2 (2012) Revista Electrónica de Investigación Educativa; Vol. 14 Núm. 2 (2012) 1607-4041 spa https://redie.uabc.mx/index.php/redie/article/view/314/671 https://redie.uabc.mx/index.php/redie/article/view/314/477 Derechos de autor 2019 Revista Electrónica de Investigación Educativa
institution REDIE
collection OJS
language spa
format Online
author Muñoz Valenzuela, Carla
Ferreira Torres, Schonemann
Sánchez Quintul, Pamela
Santander Pérez, Sylvia
Pérez Rodríguez, Marcela
Valenzuela Carreño, Jorge
spellingShingle Muñoz Valenzuela, Carla
Ferreira Torres, Schonemann
Sánchez Quintul, Pamela
Santander Pérez, Sylvia
Pérez Rodríguez, Marcela
Valenzuela Carreño, Jorge
Psychometric Features of a Scale for Characterizing Motivation for Academic Reading
author_facet Muñoz Valenzuela, Carla
Ferreira Torres, Schonemann
Sánchez Quintul, Pamela
Santander Pérez, Sylvia
Pérez Rodríguez, Marcela
Valenzuela Carreño, Jorge
author_sort Muñoz Valenzuela, Carla
title Psychometric Features of a Scale for Characterizing Motivation for Academic Reading
title_short Psychometric Features of a Scale for Characterizing Motivation for Academic Reading
title_full Psychometric Features of a Scale for Characterizing Motivation for Academic Reading
title_fullStr Psychometric Features of a Scale for Characterizing Motivation for Academic Reading
title_full_unstemmed Psychometric Features of a Scale for Characterizing Motivation for Academic Reading
title_sort psychometric features of a scale for characterizing motivation for academic reading
description The competencies associated with academic reading, especially the motivational aspects, are essential to undergraduate students’ academic success. Motivation is an emerging issue that has given rise to many studies, yet motivation for academic reading remains a subject rarely addressed or studied. To effectively support the learning process, a diagnostic that is capable of providing precise, valid and reliable information on the motivational aspects of reading in an academic context is necessary. This article presents the results of the process of construction and validation of the Motivation Scale for Academic Reading (EMLA-acronym in Spanish), which was based on the Expectancy & Value model of Jacqueline Eccles and Allan Wigfield (2002), hereinafter EyV. This instrument provides clues for motivational intervention to incentivize reading in an academic context. Likewise, we also report on the structure of the instrument, its theoretical foundations, its factor structure and reliability—psychometric characteristics that make EMLA a solid, valid and reliable instrument.
publisher REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate 2012
url https://redie.uabc.mx/index.php/redie/article/view/314
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