DEVELOPMENT OF QUESTIONNAIRE FOR ASSESSMENT OF READING AND WRITING MOTIVATION OF BOYS AND GIRLS OF GRADE III AND IV

1999-2004

D. Dutta Roy

Psychology Research Unit

Indian Statistical Institute

ABSTRACT

Development of questionnaire for assessment of Reading and Writing motivation is important for psychological counseling and guidance. This project has five fold objectives- (a) to identify dimensions of reading and writing motivation of the children in grades III and IV; (b) to develop questionnaire for assessment of Reading and Writing motivation of children in grades III and IV; (c) to relate Reading and Writing motivation with academic achievement; (d) to determine the significant main and interaction effect of school types (Government, Government aided, Corporation and Missionary) and genders (boys and girls) on Reading and Writing motivation; (e) to determine correspondence between types of school and extent of Reading and Writing motivation.

On the basis of cognitive - behavioral model of motivation, prior studies conceptualized reading and writing motivation variables resulting gap of knowledge about actual preferences of reading and writing motivation variables by the students in primary education. This project attempted to explore reading and writing motivation variables through interviewing the students and teachers. Content analysis of the interview responses and literature survey helped in exploring seven reading (achievement, application, knowledge, aesthetic, affiliation, recognition and harm avoidance) and seven writing motivation (documentation, emotional expression, creativity, affiliation, achievement , recognition and harm avoidance) variables. Following principles of paired comparison technique, two questionnaires were developed with 42 items for 21 events in each in order to determine relative preferences of reading and writing motivation variables. Psychometric properties of the questionnaire were estimated to determine extent of test-retest reliability, face, content and predictive validity coefficients. Step wise multiple regression analysis noted that both reading and writing motivation variables differentially predicted examination scores in first, second languages and arithmetic. In studying relative preference of reading and writing motivation variables across different types of schools and genders, MANOVA noted differential preferences to reading and writing motivation variables by the boys and girls of different schools.