Motivation for Reading and Writing in Kindergarten Children

Abstract

This study characterizes the reading and writing motivations of kindergarten children. Four hundred fifty-one children participated in the study, answering questions measuring value, self-concept, and enjoyment of reading and writing. A factor analysis validated the conceptual motivational constructs. Findings indicate that kindergarten children have high motivation for both reading and writing, although scores for writing motivation were not as high as those for reading. Among the group studied, boys’ and girls’ motivational profiles are not markedly differentiated. Implications for future research and educational practices are discussed.