{"id":{"repo_id":"brock","oai_identifier":"oai:brocku.scholaris.ca:10464/6997"},"canonical_url":"https://search.dev.ndltd.org/etd/brock/oai:brocku.scholaris.ca:10464/6997","repository":{"repo_id":"brock","name":"Brock University","base_url":"https://brocku.scholaris.ca/server/oai/request"},"display":{"title":"Motivation and Reading Achievement: Understanding the Needs and Motivation Processes of Adult Literacy Learners","abstract":"Adult struggling readers are understudied and most evidence-based remedial approaches target youth. This thesis examined relationships among motivation constructs across typical and struggling adult readers. Age was also investigated as a moderator in these relationships. Participants included 198 adults in adult basic education and 138 undergraduate students. Examining the influence of self-efficacy on reading achievement, moderation analyses indicated there were stronger relationships for typical readers. Furthermore, stronger relationships were found for younger participants when moderated by age. Additional regression analyses identified positive relationships between two measures of intrinsic motivation and reading value. This relationship was replicated for avoidance and value. Though age was not uniformly sampled across ability grouping, age did not account for these effects. Despite difficulties with reading, adults still exhibited motivation to engage with texts with equal to greater levels of reading value. Value and intrinsic motivation may have unique developmental courses associated with longstanding reading challenges.","abstract_html":"Adult struggling readers are understudied and most evidence-based remedial approaches target youth. This thesis examined relationships among motivation constructs across typical and struggling adult readers. Age was also investigated as a moderator in these relationships. Participants included 198 adults in adult basic education and 138 undergraduate students. Examining the influence of self-efficacy on reading achievement, moderation analyses indicated there were stronger relationships for typical readers. Furthermore, stronger relationships were found for younger participants when moderated by age. Additional regression analyses identified positive relationships between two measures of intrinsic motivation and reading value. This relationship was replicated for avoidance and value. Though age was not uniformly sampled across ability grouping, age did not account for these effects. Despite difficulties with reading, adults still exhibited motivation to engage with texts with equal to greater levels of reading value. Value and intrinsic motivation may have unique developmental courses associated with longstanding reading challenges.","abstract_has_math":false,"creators":["Tsujimoto, Kimberley"],"institution":"Brock University","degree_name":"M.A. Child and Youth Studies","degree_level":"Masters","degree_discipline":"Faculty of Social Sciences","degree_department":"Department of Child and Youth Studies","school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-08-11T14:12:28Z","date_published":"2015-08-11T14:12:28Z","updated_at":"2026-07-24T01:23:02Z","subjects":["adult literacy","adults with low literacy skill","intrinsic motivation","self-efficacy","reading value"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10464/6997","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.department","label":"Department","values":["Department of Child and Youth Studies"]},{"key":"dc:creator","label":"Author","values":["Tsujimoto, Kimberley"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2015-08-11T14:12:28Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2015-08-11T14:12:28Z"]},{"key":"dc:date.issued","label":"Date","values":["2015-08-11T14:12:28Z"]},{"key":"dc:type","label":"Dc Type","values":["Electronic Thesis or Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Faculty of Social Sciences"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. Child and Youth Studies"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Brock University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["adult literacy","adults with low literacy skill","intrinsic motivation","self-efficacy","reading value"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10464/6997"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Adult struggling readers are understudied and most evidence-based remedial approaches target youth. This thesis examined relationships among motivation constructs across typical and struggling adult readers. Age was also investigated as a moderator in these relationships. Participants included 198 adults in adult basic education and 138 undergraduate students. Examining the influence of self-efficacy on reading achievement, moderation analyses indicated there were stronger relationships for typical readers. Furthermore, stronger relationships were found for younger participants when moderated by age. Additional regression analyses identified positive relationships between two measures of intrinsic motivation and reading value. This relationship was replicated for avoidance and value. Though age was not uniformly sampled across ability grouping, age did not account for these effects. Despite difficulties with reading, adults still exhibited motivation to engage with texts with equal to greater levels of reading value. Value and intrinsic motivation may have unique developmental courses associated with longstanding reading challenges."]},{"key":"dc:title","label":"Title","values":["Motivation and Reading Achievement: Understanding the Needs and Motivation Processes of Adult Literacy Learners"]}]}],"canonical_facts":{"dc:contributor.department":["Department of Child and Youth Studies"],"dc:creator":["Tsujimoto, Kimberley"],"dc:date.accessioned":["2015-08-11T14:12:28Z"],"dc:date.available":["2015-08-11T14:12:28Z"],"dc:date.issued":["2015-08-11T14:12:28Z"],"dc:description.abstract":["Adult struggling readers are understudied and most evidence-based remedial approaches target youth. This thesis examined relationships among motivation constructs across typical and struggling adult readers. Age was also investigated as a moderator in these relationships. Participants included 198 adults in adult basic education and 138 undergraduate students. Examining the influence of self-efficacy on reading achievement, moderation analyses indicated there were stronger relationships for typical readers. Furthermore, stronger relationships were found for younger participants when moderated by age. Additional regression analyses identified positive relationships between two measures of intrinsic motivation and reading value. This relationship was replicated for avoidance and value. Though age was not uniformly sampled across ability grouping, age did not account for these effects. Despite difficulties with reading, adults still exhibited motivation to engage with texts with equal to greater levels of reading value. Value and intrinsic motivation may have unique developmental courses associated with longstanding reading challenges."],"dc:identifier.uri":["http://hdl.handle.net/10464/6997"],"dc:language.iso":["eng"],"dc:subject":["adult literacy","adults with low literacy skill","intrinsic motivation","self-efficacy","reading value"],"dc:title":["Motivation and Reading Achievement: Understanding the Needs and Motivation Processes of Adult Literacy Learners"],"dc:type":["Electronic Thesis or Dissertation"],"thesis:degree_discipline":["Faculty of Social Sciences"],"thesis:degree_level":["Masters"],"thesis:degree_name":["M.A. Child and Youth Studies"],"thesis:institution_name":["Brock University"]},"updated_at":"2026-07-24T01:23:02Z"}