The purpose of this meta-analytic review was to investigate the relation between motivation and reading achievement among students in kindergarten through 12th grade. A comprehensive search of peer-reviewed published research resulted in 132 articles with 185 independent samples and 1,154 reported effect sizes (Pearson’s r). Results of our random-effects metaregression model indicate a significant, moderate relation between motivation and reading, r = .22, p < .001. Moderation analyses revealed that the motivation construct being measured influenced the relation between motivation and reading. There were no other significant moderating or interaction effects related to reading domain, sample type, or grade level. Evidence to support the bidirectional nature of the relation between motivation and reading was provided through longitudinal analyses, with findings suggesting that earlier reading is a stronger predictor of later motivation than motivation is of reading. Taken together, the findings from this meta-analysis provide a better understanding of how motivational processes relate to reading performance, which has important implications for developing effective instructional practices and fostering students’ active engagement in reading. Theoretical and practical implications of these findings for reading development are discussed.

中文翻译：

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K-12 学生动机与阅读成绩关系的元分析回顾

本元分析综述的目的是调查从幼儿园到 12 年级学生的动机和阅读成绩之间的关系。对经过同行评审的已发表研究进行全面搜索，得出 132 篇文章，其中包含 185 个独立样本和 1,154 个报告的效应量 (Pearson's r)。我们的随机效应元回归模型的结果表明动机和阅读之间存在显着的中等关系，r = .22，p < .001。适度分析表明，被测量的动机结构影响了动机和阅读之间的关系。没有其他与阅读领域、样本类型或年级水平相关的显着调节或交互作用。通过纵向分析提供了支持动机和阅读之间关系的双向性质的证据，研究结果表明，与动机相比，早期阅读更能预测后期动机。总之，这项元分析的结果提供了对动机过程如何与阅读表现相关的更好理解，这对于制定有效的教学实践和培养学生积极参与阅读具有重要意义。讨论了这些发现对阅读发展的理论和实践意义。这项元分析的结果提供了对动机过程如何与阅读表现相关的更好理解，这对于开发有效的教学实践和培养学生积极参与阅读具有重要意义。讨论了这些发现对阅读发展的理论和实践意义。这项元分析的结果提供了对动机过程如何与阅读表现相关的更好理解，这对于开发有效的教学实践和培养学生积极参与阅读具有重要意义。讨论了这些发现对阅读发展的理论和实践意义。