Reading Motivation Questionnaire for Schoolchildren in Grades 5−9

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Recieved: 06/19/2025

Accepted: 11/22/2025

Published: 12/20/2025

Keywords: autonomous motivation; controlled motivation; reading; schoolchildren; reading literacy

Pages: 156-169

DOI: 10.11621/npj.2026.0113

Available online: 19.12.2025

To cite this article:

Sychev, O.A., Vlasov, M.S., Belousov, K.I., Toropchina, O.V., Guz, N.A., Zhukova, T.V. (2026). Reading Motivation Questionnaire for Schoolchildren in Grades 5−9. National Psychological Journal, 21(1) , 156-169. https://doi.org/10.11621/npj.2026.0113

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Sychev, O.A. Altai State Pedagogical University, Moscow Institute of Psychoanalysis

Vlasov, M.S. Altai State Pedagogical University

Belousov, K.I. Belarusian State University of Foreign Languages

Toropchina, O.V. Altai State Pedagogical University

Guz, N.A. Altai State Pedagogical University

Zhukova, T.V. Altai State Pedagogical University

Abstract

Background. Motivation is an important factor in achievements in reading. A set of questionnaires have been developed in Russia and other countries to assess reading motivation, but they are poorly aligned with the up-to-date theories in the psychology of motivation. Until now, there have been no questionnaires for assessing all the main types of reading motivation described in the self-determination theory: autonomous motivation, controlled motivation, and amotivation.

Objectives. The goal is to develop a Russian-language questionnaire for assessing reading motivation in secondary school students based on the Self-Determination Theory and SRQ-Reading Motivation by De Naeghel et al.

Study Participants. The sample consisted of 428 students in grades 5−9 of secondary schools from three regions of Russia.

Methods. The survey included a questionnaire developed on the basis of SRQ-Reading Motivation by De Naeghel et al., engagement in reading scale from the PISA 2018 study, reading amount scale based on a similar scale by Wang et al., and a reading experience questionnaire.

Results. The factor structure of the questionnaire confirmed expectations including three latent factors: autonomous motivation, controlled motivation, and amotivation. The correlations of the scales corresponding to these factors accorded with being engaged in reading, reading amount, breadth of reading experience, and academic achievement. The results obtained in the study indicate their validity. Autonomous motivation was more pronounced in girls and tended to increase in the course of studying in grades 5−8.

Conclusions. The elaborated questionnaire shows good psychometric characteristics and can be used in further research on reading motivation, as well as in evaluating the effectiveness of interventions aimed at its development.

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To cite this article:

Sychev, O.A., Vlasov, M.S., Belousov, K.I., Toropchina, O.V., Guz, N.A., Zhukova, T.V.. Reading Motivation Questionnaire for Schoolchildren in Grades 5−9. // National Psychological Journal 2026. 1. Pages156-169. doi: 10.11621/npj.2026.0113

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