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The Evolving Relationship Between Reading Motivation and Achievement: A Longitudinal Study

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dc.contributor.authorTroncoso, Rodrigo
dc.contributor.authorCubillos, Montserrat
dc.date.accessioned2026-07-15T14:56:31Z
dc.date.available2026-07-15T14:56:31Z
dc.date.issued2025
dc.description.abstractThis study examined the reciprocal relationship between reading engagement or motivation and reading achievement across primary and secondary grades in Chile. Using longitudinal SIMCE data from a cohort of 47,073 students assessed in Grade 4 (ages 9–10), Grade 8 (ages 13–14), and Grade 10 (ages 15–16), the study employed structural equation modeling to explore how reading comprehension and motivation influenced one another over time. Results revealed strong temporal stability in both constructs, with reading achievement showing robust continuity across all time points. From Grade 4 to Grade 8, reading achievement more strongly predicted later motivation than the reverse. In contrast, from Grade 8 to Grade 10, motivation became a stronger predictor of reading achievement. These findings suggest a shift in the directionality of influence, with motivation playing an increasingly important role in sustaining reading performance during secondary school. The results provide evidence on what to prioritize at different stages: in primary school, securing strong reading skills is essential for later engagement, while in secondary school, fostering motivation becomes key to maintaining achievement. In this way, the study offers guidance for schools and policymakers on how to design stage-specific strategies that support both skill development and long-term engagement with reading.
dc.description.versionVersión publicada
dc.format.extent11 p.
dc.identifier.citationEducation Sciences, 15(10), 1274.
dc.identifier.doihttps://doi.org/10.3390/ educsci15101274
dc.identifier.urihttps://hdl.handle.net/11447/10820
dc.language.isoen
dc.sourceEducation Sciences
dc.subjectReading achievement
dc.subjectReading motivation
dc.subjectStructural equation modeling
dc.subjectLongitudinal study
dc.subjectAdolescence
dc.titleThe Evolving Relationship Between Reading Motivation and Achievement: A Longitudinal Study
dc.typeArticle
dcterms.accessRightsAcceso abierto
dspace.entity.typePublication
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relation.isAuthorOfPublicationc6976ad3-9e85-47a2-a020-08a713a3ff2c
relation.isAuthorOfPublication.latestForDiscoveryac2962e4-0ba8-4ef1-aabd-6701349ff3a3

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