Abstract
Motivation to read is crucial to improving reading skill. While there is extensive research examining reading motivation among elementary students, with respect to adolescents, research is limited. Employing a person-centered approach can aid in developing a better understanding of adolescent reading motivation and would help address possible barriers to engaging adolescent readers. The present study extracted reading motivation profiles in a sample of 367 high school students based on their responses on the Adaptive Reading Motivation Measure (ARMM). Three profiles emerged—high (HRM), ambivalent/neutral (ARM), and low reading motivation (LRM)—where students in the HRM profile performed better on the reading achievement assessment and reported reading more often compared to their peers in the other profiles. Results shed light on key facets of adolescent reading motivation, which have implications for addressing motivational barriers to engaging adolescent readers.
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