Exploratory Factor Analysis for The Development of The 49-Item Children’s Reading Motivation Scale (Crms-49)

Abstract

Reading is crucial and serves as a fundamental building block for learning. There are different instruments available to assess the reading motivation of grade school children but, caution and careful thought is required because the validity and reliability of these measures cannot be generalized for use due to cultural and contextual differences. The aim of the study was to create a valid and reliable self-report measure of the reading motivation of 280 intermediate-grade school pupils. The results of the analysis confirmed that the 49-item Children’s Reading Motivation Scale (CRMS) developed in this study accounted for 28.4% of the variance with three factors such as children's reading self-efficacy, parental autonomy-supportive reading practices, and children's reading and behavioral problems. The Cronbach’s α of the tool was between 0.793 to 0.864 among the three factors identified. The measure obtained good construct validity and will prove a useful tool to help Filipino teachers determine the intermediate graders’ motivation to read through their self-efficacy in reading, support practices of their parents in reading, and their reading and behavioral problems.