Using ChatGPT for Story Creation: One Autistic Teen's Autonomous Reading Motivation

This study explores the relationships between sixth graders’ motivation for purposeful reading, their task understanding skills, and their comprehension of written texts. More specifically, we investigated the role of students’ understanding of reading tasks as a mediator of the relationships between reading self-concept, intrinsic reading motivation, reading value, and comprehension performance. Two hundred thirty-one sixth graders completed a purposeful reading motivation questionnaire, four tasks assessing their understanding of reading tasks, and four tasks assessing their comprehension of written texts. Intrinsic motivation and self-concept predicted comprehension performance but did not predict task-modeling skills. Mediation analyses showed that task-modeling skills only mediated the relationship between reading value and comprehension performance. The contributions of various dimensions of adolescents’ motivation for reading and their task-modeling skills to their reading comprehension are discussed in light of current models of purposeful reading.

Studies on the relation between children's reading motivation and early developmental stages of reading competence are rare and have neglected on‐line measures of reading skill (e.g., eye movements indicating word decoding). For this reason, we investigated the effects of intrinsic and extrinsic reading motivation on the efficiency of reading processes based on eye‐movement data. Moreover, we examined reading efficiency as a mediator of the relation between motivation and comprehension. German elementary school students in Grades 1–3 (N = 131) were tested on three measurement occasions. Specifically, we assessed reading motivation, reading amount, and sentence comprehension at Time 1, reading efficiency at Time 2 (2 months after Time 1), and all of the variables again at Time 3 (10 months after Time 2). Reading efficiency was assessed while children read age‐appropriate sentences and comprised measures of first‐fixation duration, gaze duration, total reading time, forward‐saccade length, and refixation probability. Linear and cross‐lagged panel models showed significant favorable relations between intrinsic reading motivation (operationalized as involvement and enjoyment of reading), but not extrinsic reading motivation (operationalized as striving to outperform one's peers), and most measures of reading efficiency, while controlling for gender, grade level, and reading amount. The reverse effects of reading‐efficiency indicators on intrinsic reading motivation were all significant. Moreover, the test of the mediation model revealed a significant indirect effect of Time 1 intrinsic reading motivation on Time 3 sentence comprehension mediated by Time 2 reading efficiency. We concluded that intrinsic reading motivation, in contrast to extrinsic reading motivation, facilitates reading comprehension through its effect on reading efficiency, independent of variations in reading amount.

Research indicates the need to further examine the dimensions of reading motivation. A clear theoretical basis is necessary for conceptualizing reading motivation and considering contextual differences therein. The present study develops and validates the SRQ-Reading Motivation, a questionnaire measuring recreational and academic reading motivation based on self-determination theory. The study clarifies the relation among reading motivation, reading self-concept, reading behavior (i.e., engagement and frequency), and reading performance (i.e., comprehension). Participants included 1,260 Flemish fifth-grade students and their 67 teachers. Exploratory and confirmatory factor analyses indicated that both recreational and academic reading motivation comprise 2 factors: autonomous and controlled motivation. This factor structure was found to be invariant across boys and girls. Comparisons of the SRQ-Reading Motivation with subscales of the Motivation for Reading Questionnaire provide evidence for the construct validity of the instrument. Structural equation modeling confirmed that recreational autonomous reading motivation is associated with more positive reading behavior and better performance. In the academic setting, only the equivalent relationship between autonomous reading motivation and leisure-time reading frequency could be corroborated. In this respect, the results confirm the independent contribution of recreational autonomous reading motivation and reading self-concept to reading behavior and performance. No significant indirect relationship between reading motivation and reading comprehension through reading frequency or reading engagement was found. The theoretical and practical significance of the present study is discussed.

The study aimed to define the level of intrinsic and extrinsic ‎reading motivation among tenth-grade students in Jordan and ‎their relationship to some variables. The study sample consisted ‎of 839 tenth grade students selected using the stratified cluster ‎sampling method. To achieve the study objectives, a reading ‎motivation scale was developed. The study results showed that ‎the level of reading motivation among tenth-grade students was ‎high, as extrinsic reading motivation to read came in first with a ‎high level, followed by intrinsic reading motivation with a high ‎level. The study found that there is a statistically significant ‎relationship between father’s educational level and reading ‎motivation among tenth-grade students, while there is no ‎statistically significant relationship between mother’s ‎educational level and reading motivation among tenth grade ‎students. The study revealed a statistically significant correlation ‎between academic achievement in Arabic and reading ‎motivation among tenth grade students. The results found ‎statistically significant differences in reading motivation among ‎tenth grade students due to gender, in favor of females. In light ‎of the results, some recommendations were provided.‎ ‎(Keywords: Reading Motivation, Intrinsic Motivation, ‎Extrinsic Motivation, Tenth Grade, Jordan)‎

Background: Research examining the relationship between reading skill and reading motivation has typically been carried out among children with a wide range of reading abilities. There is less research focusing on children who excel in reading or who are attaining very low reading scores. Purpose: To examine whether there were differences between children identified as excellent or very poor readers in the relationship between their levels of reading skill and intrinsic and extrinsic reading motivation. Sample: In total, 1811 children (aged seven to 13 years) were tested, with good readers (top 10%; n = 194) or poor readers (bottom 10%; n = 188) identified within the group. Design and Methods: All children completed a reading assessment and reading motivation questionnaire in their classroom; good and poor readers were selected based on their scores in the standardised reading test. Results: In the full sample, children's intrinsic reading motivation and reading efficacy correlated with their reading skill whereas their extrinsic reading motivation did not. After co-varying for differences in group composition, good and poor readers differed significantly in levels of intrinsic reading motivation and reading efficacy but not extrinsic reading motivation. Among the good readers, only extrinsic reading motivation correlated significantly with reading skill, whilst among the poor readers, no aspects of motivation correlated significantly with reading skill. Overall, poor readers’ intrinsic and extrinsic reading motivations were more closely correlated. Conclusions: The relationship between reading motivation and reading skill may not be as straightforward as is commonly thought; extrinsic motivation and not intrinsic motivation was associated with variation in reading skill among children with excellent reading scores.

Reading English text is challenging for senior high school students, therefore the teacher has to provide effective strategies to motivate the students to read more. This study aims to identify the teacher’s strategies called Independent Study to promote student's autonomous reading motivation. It is a case study using triangulation data involving the English teacher and 27 students of the 12th Grade of SMKN 1 Batu majoring in Hospitality Management. The data were collected from interviews, observations, and questionnaires based on Self-Determination Theory (SDT) and were analyzed both quantitatively and qualitatively. The results pointed out that the teacher applied all of the strategies of SDT teaching dimensions (autonomy support, structure, and involvement) which were effective to encourage students reading motivation. It is proven by the results of two questionnaires: (1) Teacher as Social Context Questionnaire (TASC) indicating that students' perceptions on teaching dimensions were good and (2) Self-Regulation Questionnaire (SRQ) indicating that the students had both extrinsic (external and identified regulation) and intrinsic reading motivation.

This study was conducted to examine the roles of reading amount and reading strategy as mediators of the effects of intrinsic and extrinsic reading motivation on reading achievement. A sample of 522 7th–9th graders from two public schools in Eastern China participated in the study and completed the questionnaires. The confirmatory factor analyses showed that Curiosity, Involvement, and Challenge as dimensions of intrinsic reading motivation and Recognition, Grades, and Competition as dimensions of extrinsic reading motivation represented reading motivation well in this Chinese sample population. Structural equation modeling analyses showed that intrinsic reading motivation had a positive direct effect on reading achievement, whereas extrinsic reading motivation exerted a negative direct effect on reading achievement. Both intrinsic and extrinsic reading motivation positively predicted reading strategy; however, only intrinsic reading motivation was positively correlated with reading amount. Neither reading amount nor reading strategy mediated the effects of intrinsic and extrinsic reading motivation on reading achievement. The implications of these findings for literacy research and instruction are discussed.

The relationship between reading motivation and reading comprehension in students with learning disabilities: The mediating effects of reading amount and strategy use.

In comparison with younger children, older students tend to be less motivated to read. A literature class that fails to motivate students is one aspect that has often been discussed in this regard. Using data from 405 German ninth graders, we examined how students’ book reading is related to intrinsic situational and intrinsic habitual reading motivation in and out of school. The books that students reported to have read were characterized by LIX readability and text type. Our results first showed that recreational reading motivation exceeded school reading motivation. Second, the reading of classic literature was a negative predictor of intrinsic situational reading motivation. Third, in the school context, students who read more difficult books were less motivated to read them. Fourth, analyses showed that individual book-reading experiences were linked to intrinsic habitual reading motivation. We discuss practical implications for book reading in and out of the literature class.

Self‐directed learning (SDL) is pivotal for academic success and lifelong learning, in which motivation has been a major challenge, especially in the context of self‐directed out‐of‐class reading. According to self‐determination theory (SDT), the fulfilment of three basic psychological needs (BPNs)—autonomy, competence and relatedness—is key to autonomous motivation. However, it is hard to provide personalised support to BPNs in self‐directed out‐of‐class reading. Generative artificial intelligence (GenAI), with its capacity for generative human‐like outputs, makes the provision of personalised interactive support possible. This study thus examined how GenAI‐powered chatbots can be utilised to serve as reading companions to fulfil BPNs in self‐directed out‐of‐class reading. An online reading platform was developed, where students engaged in self‐directed out‐of‐class reading. Sixty‐nine students from two classes at a Chinese university were randomly assigned to two reading conditions: the experimental group (EG; N = 36) where students had access to a GenAI‐powered chatbot as a reading companion on the platform; and the control group (CG; N = 33) where students did not have access to the GenAI‐powered chatbot during reading. Multiple data sources were collected and analysed, including pre‐ and post‐reading tests, pre‐ and post‐questionnaires on reading motivation and self‐directed out‐of‐class reading, log data on reading amounts and semi‐structured interviews. The findings revealed that EG showed significant improvement in autonomous reading motivation and self‐directed out‐of‐class reading. Reading performance did not differ between the two groups. This study offers valuable evidence on the efficacy of integrating GenAI chatbots into SDL through the lens of SDT. Pedagogically, educators can leverage GenAI technology to cater to students' BPNs, bolstering their SDL capabilities and academic achievement. Practitioner notesWhat is already known about the topic Self‐directed learning (SDL) has been recognised as a crucial competence for academic success and lifelong learning. Motivation has been a major challenge in self‐directed out‐of‐class reading, with the fulfilment of basic psychological needs (BPNs) identified as vital for autonomous motivation according to self‐determination theory (SDT). Generative artificial intelligence (GenAI) has the potential to fulfil students' BPNs by providing personalised interactive support to enhance their motivation and SDL. What this paper adds This study adopted the theoretical lens of SDT to develop a GenAI‐empowered online reading platform with a companion chatbot named Reade, aiming to fulfil students' BPNs in self‐directed out‐of‐class reading. This study examined the efficacy of the designed chatbot‐assisted BPNs (CaBPNs) in supporting self‐directed out‐of‐class reading. This study offers empirical evidence that CaBPNs support can enhance students' reading motivation and self‐directed out‐of‐class reading. Implications for practice and/or policy Educators should capitalise on the potential of GenAI chatbots in fulfilling learners' BPNs through the provision of personalised interactive support to boost autonomous motivation and SDL. Educators should be aware of the role of AI literacy in leveraging the full potential of chatbot support for SDL and take proactive steps to cultivate learners' AI literacy.

Research on reading achievement and reading motivation has rarely addressed the question if and how they affect each other over time. In our study, we investigate the reciprocal effects between reading achievement and both intrinsic and extrinsic reading motivation during elementary school. We measured reading achievement and intrinsic and extrinsic reading motivation in 966 students at 3 points of measurement during 3rd and 4th grade. Consistent with previous research, cross-lagged panel analyses revealed positive reciprocal effects between reading achievement and intrinsic reading motivation. Effects of reading achievement on intrinsic reading motivation were found during Grades 3 and 4, whereas effects of intrinsic motivation were limited to Grade 3. No reciprocal effects between reading achievement and extrinsic reading motivation were found. We discuss the implications of our results for daily teaching practices and effective reading instruction.

en

With the rapid development of information technology and mobile Internet access, social media content has become extremely abundant and open, and users have become heavily dependent on social reading. As a result, users’ reading motivation has greatly changed from traditional reading to digital reading to social reading. Exploring the potential effects of social reading can contribute to providing strategies to accurately target high-quality reading content to help promote reading with social media. Drawing upon the use and gratifications theory and reading motivation scales, the current study examines the effectiveness of reading motivation to explore in depth the influencing mechanism of users’ reading on social media. Structural equation modeling is employed to empirically test the impact factor model. The results indicate that social media users’ reading motivation mainly includes entertainment, self-presentation, information acquisition, social promotion, and social interaction. Regarding the overall contribution, social motivation is the most important factor in social media reading activities, followed by intrinsic reading motivation and information reading motivation. The findings and their implications are discussed to provide suggestions for social media operators promoting high-quality reading.

This study was designed to investigate the impact of family cultural capital on reading motivation and reading behavior among new immigrant children and non-immigrant children. This research used Chang and Wang's family cultural capital, reading motivation, and reading behavior questionnaire to conduct the survey. The target population of this study was students enrolled in fifth grade and sixth grade in elementary school in the fall of 2017 in Tainan, Taiwan. The sample include 414 students from new immigrant families and 422 students from non-immigrant families; the total number of individuals was 837. Structural equation modeling (SEM) analytical procedures were performed to test the hypothesized relationships. The results indicate that the seven latent variables were related to each other directly or indirectly. The main findings of this study are as follows: 1) family socioeconomic status significantly affects students' acquisition of family cultural capital; 2) family reading habits significantly affect students' reading motivation; 3) intrinsic reading motivation significantly affects students' reading behavior; and 4) external reading motivation shows no direct significant effect on reading time or the number of items read.

Teacher Perceptions of Reading Motivation in Children with Developmental Dyslexia and Average Readers