Adolescents’ Motivation for Reading: Group Differences and Relation to Standardized Achievement


This study extends the research on adolescents’ motivation for reading. It looks at important group differences and the relation of motivation to standardized achievement. Participants are in grades 7–12. Findings suggest that motivational beliefs as a group and individually were able to predict students’ performance on a standardized measure of reading comprehension.


Wolters, C. A., Denton, C. A., York, M. J., & Francis, D. J. (2013). Adolescents’ motivation for reading: Group differences and relation to standardized achievement. Reading and Writing, 27(3), 503–533.