The Relations of Children's Perceived Support for Recreational Reading from Parents and Friends to Their Motivation for Reading

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dc.contributor.advisorWigfield, Allanen_US
dc.contributor.authorKlauda, Susan Lynn Lutzen_US
dc.contributor.departmentHuman Developmenten_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2009-01-24T07:08:35Z
dc.date.available2009-01-24T07:08:35Z
dc.date.issued2008-11-17en_US
dc.description.abstractThis study investigated children's perceived support for their recreational reading from their mothers, fathers, and friends in relation to their reading motivation and habits. Models from the reading domain, including the engagement model of reading (Guthrie & Wigfield, 2000) and McKenna's (1994) model of reading attitude acquisition guided the study, as well as theories from the broader study of motivation, including self-determination theory (Ryan & Deci, 2000a) and expectancy-value theory [Eccles (Parsons) et al., 1983]. The study focused on children in the upper elementary grades, as relatively little research has examined the role that socialization agents play in this age group's reading motivation and activity. Participants, who included 130 fourth-graders and 172 fifth-graders, completed the newly developed Reading Support Survey (RSS) and surveys of their reading motivation and habits. Scores on three reading achievement indicators were obtained. Seven hypotheses were tested, six of which were partially or fully substantiated. Paired sample comparisons that examined individual RSS items indicated that children perceived greater reading support from their mothers than their fathers and friends in several regards. Factor analysis demonstrated the multidimensionality of perceived reading support. Four dimensions were apparent, but differed from those predicted in that support type was an organizing element as much as support source. Girls perceived greater friend support than boys, and fourth-graders reported receiving more books as presents than fifth-graders. Girls and fourth-graders showed somewhat more positive profiles of reading motivation and frequency. Each of the four dimensions of reading support correlated significantly with at least three of five reading motivation dimensions and three of four reading frequency variables studied. Moreover, multiple regression analyses indicated that parent and friend support contributed uniquely to the prediction of reading motivation and frequency, controlling for reading achievement, gender, and grade level. Additionally, cluster analysis indicated that participants could be grouped into five clusters based on their profiles of reading support; further analyses showed how these clusters differed in reading motivation and frequency.en_US
dc.format.extent3969741 bytes
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/1903/8832
dc.language.isoen_US
dc.subject.pqcontrolledEducation, Educational Psychologyen_US
dc.subject.pqcontrolledPsychology, Developmentalen_US
dc.subject.pquncontrolledreading motivationen_US
dc.subject.pquncontrolledrecreational readingen_US
dc.subject.pquncontrolledperceived supporten_US
dc.subject.pquncontrolledelementary school studentsen_US
dc.subject.pquncontrolledmother and fathersen_US
dc.subject.pquncontrolledfriendsen_US
dc.titleThe Relations of Children's Perceived Support for Recreational Reading from Parents and Friends to Their Motivation for Readingen_US
dc.typeDissertationen_US

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