中文閱讀動機量表之編製與信效度檢驗

Development and Validation of the Chinese Reading Motivation Scale

本研究目的是編製一份「中文閱讀動機量表」，協助教師了解孩子的閱讀動機高低。本研究分為兩個部分，研究一是以Wigfield與Eccles（2000）的動機期望價值理論作為文獻基礎，並透過60位國小、國中與高中生進行個人訪談，將其訪談的資料編碼與分類，進行內容分析後，得出15個向度作為量表之依據；研究二則是探討「中文閱讀動機量表」的信度與效度，分為預試階段和正式階段。在預試階段，是由750位國小、國中生的預試結果，進行探索性因素分析，最後保留10個向度，共52題作為正式量表之題本，採用的10個向度分別為：「投入」、「未來志向」、「認可順從」、「環境」、「競爭」、「成績」、「社會」、「自我要求」、「自我效能」及「好奇」。正式階段，有2,273位國小與國中生作為受試者，進行驗證性因素分析。從結果中可得知，折半信度介於.72～.91，而內部一致性信度介於.81～.91，說明量表有可接受之信度；且效度中的內在結構適配度，各向度之潛在變項組合信度介於.81～.91，潛在變項平均變異抽取量介於.46～.63，因素負荷量皆大於.50的標準，說明此份量表具有其信、效度。

Reading is a complex activity that requires long-term activity. Therefore, if you want to keep reading behavior, you need to have a strong reading motivation. In the past research on reading motivation, it was found that reading motivation was inseparable and positively related to the relationship between reading comprehension and reading achievement. This also showed that reading motivation played a vital role in learning. In addition, students' reading motivation not only affected students' academic performance and behavior, but was also related to gender and grade. In the gender of reading motivation, it was found that girls' reading ability was significantly better than that of boys; in the grade of reading motivation, it was found that children were enthusiastic about reading at the beginning, and were curious and interested in reading. But as children grow older, their reading behavior was guided by the conversion of intrinsic motivation to extrinsic motivation. Especially from the middle school stage, the learning goals began to change. For example, the students read for exams, so reading motivation gradually declines.