The current investigation addresses critiques about motivation terminology and instrumentation by examining together three commonly used reading motivation assessments in schools. This study explores the distinctiveness and redundancies of the constructs operationalized in these reading motivation assessments with 222 middle school students, using item response theory. Results support distinctions between constructs grounded in self-determination theory, social cognitive theory, and expectancy-value theory as well as conceptual overlap, among constructs associated with competence beliefs and social sources of motivation across different theoretical traditions. Educational benefits of multidimensional and unidimensional interpretations of reading motivation constructs covered in these instruments are discussed.

中文翻译：

---

学校常用措施中阅读动机的不同维度和重叠维度

当前的调查通过一起检查学校中三种常用的阅读动机评估来解决对动机术语和工具的批评。本研究使用项目反应理论探讨了在这些阅读动机评估中对 222 名中学生实施的结构的独特性和冗余性。结果支持基于自我决定理论、社会认知理论和期望价值理论的构念之间的区别，以及不同理论传统中与能力信念和社会动机相关的构念之间的概念重叠。讨论了这些工具所涵盖的阅读动机结构的多维和单维解释的教育益处。