How can we determine students’ motivation for reading before formal instruction? Results from a self-beliefs and interest scale validation

Abstract

Literacy success is co-determined by skill and motivation, with early school success predicting long term achievement. Despite numerous assessments for early literacy skills, few validated and efficient measures are available for early literacy motivation. To assess the viability of measuring students’ literacy motivation before any formal instruction, we developed and validated the Survey of Early Literacy Motivation (SELM). 1171 Norwegian first-grade students were assessed in their first month of school. Competing factor models provided support for two overall dimensions: self-beliefs and interest. Self-belief was further composed of self-concept and self-efficacy; interest was unidimensional. The structure was found to be invariant across skill level and gender. A cross-validation, on an independent sample drawn from the sample population (n = 5,759), confirmed the model was well specified. Correlations with validation variables also provided evidence of validity. This work adds to the field by addressing a lack of multidimensional and culturally situated motivation instruments appropriate for young students. Students were found capable of self-reporting on their literacy motivation prior to formal instruction. The brief (12 item) and electronic format of the scale makes it feasible as a screening tool. Theoretical and classroom implications are also discussed.