ERIC Number: EJ1426862
Record Type: Journal
Publication Date: 2024
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0270-2711
EISSN: EISSN-1521-0685
Exploring the Interplay between Reading Proficiency, the Dimensions of Adult Reading Motivation, and the Academic Achievement of a Diverse Cohort of EFL College Learners
Reading Psychology, v45 n6 p601-616 2024
This article investigates the role of reading proficiency and reading motivation in the academic achievement of a cohort of college students enrolled in a Middle Eastern university that follows the American model of liberal arts education. Forty-eight (n = 48) students from diverse academic majors completed the adults reading motivation scale, following which we tested their reading proficiency and determined their academic achievement as a composite score based on midterm and final examinations, a course project, and class participation. Results revealed that reading proficiency and overall reading motivation are positively linked to academic achievement. However, while the reading motivational dimension of self-efficacy emerged as a significant factor in academic achievement, the dimensions of reading as part of self, reading for recognition, and reading to do well in other realms did not reach statistical significance as determinants of academic achievement. The study implications and suggestions for further research are discussed.
Descriptors: Reading Skills, Reading Motivation, Academic Achievement, English (Second Language), College Students, Foreign Countries, Self Efficacy, Private Colleges, General Education, Reading Instruction
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Lebanon
Grant or Contract Numbers: N/A