The Relationship between Grades 8-12 Students’ Motivation for Self-Selected Reading in English and Academic Achievement at Bangkok Christian International School, Thailand

Authors

  • Martin Lungley M.Ed. Candidate, Master of Education in Curriculum &Instruction, Assumption University, Thailand.
  • Richard Lynch Assistant Professor, Graduate School of Human Sciences, Assumption University, Thailand.

Keywords:

Academic Achievement, Motivation for Self-Selected Reading in English, Reading Achievement, General Self-Efficacy for Learning and Performance

Abstract

The purpose of this study was to determine the extent to which academic achievement is influenced by motivation for self-selected reading in English and reading achievement. This study was conducted using the survey method employing the researcher made Adolescent Motivation for Self-Selected Reading Questionnaire (AMSSRQ). Academic achievement data was collected from students’ individual report cards for the first quarter of the academic year 2015-16. The sample of the study consisted of 83 eighth to twelfth grade students from Bangkok Christian International School, Bangkok, Thailand, in the first semester of the academic year 2015-16. Additionally, the relationship between motivation for self-selected reading in English and reading achievement, and reading achievement and academic achievement were investigated. Further to this the relationship between motivations for self-selected reading in English and general self-efficacy for learning and performance were also investigated. The hypotheses were tested using the Pearson product-moment correlation coefficient. The results confirmed the hypotheses. There was a significant relationship between motivation for self-selected reading in English and reading achievement. In turn there was a significant relationship between reading achievement and academic achievement. Additionally, this study found a significant relationship between motivation for self-selected reading in English and general self-efficacy for learning and performance. The study concludes with recommendations for practice and future research.

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Published

2018-01-03