About the Measure

Domains Motivation, goal orientation and perseverance
Key stages Key Stage 1, Key Stage 2, Key Stage 3
Subscales Mastery; Intrinsic; Cooperative; Individual; Competition
Description This instrument is adapted from the School Motivation Questionnaire (Marsh et al., 2003), and the subscales therefore reflect this. It is designed to assess pupils' goal orientations to reading.
Example I feel really clever at reading when I learn new things
Link https://www.researchgate.net/publication/260350652_A_New_Multi-Dimensional_Domain-Specific_Motivation_Questionnaire_Measurement_of_Young_Children's_Multi-faceted_Reading_Motivation
Psychometry
Implementation

Implementation details

No. of items 20
Format Likert
Respondent Self
Scoring Standardised
Time 0
Age 5-12
Cost single purchase
Cost per child

Psychometric details

UK norms No
Cronbach's α .74-.92
Test retest Not reported
Inter-rater reliability Not reported
EFA Not reported
CFA Chi-square(160)= 327
CFI= .97
NNFI= .96
RMSEA= .062
Criterion validity Not reported
Construct validity Not reported
Concurrent validity Not reported
Predictive validity Not reported
Responsiveness Not reported
Floor/Ceiling Not reported
References Hornery, S., Craven, R. G., Yeung, A. S., & Ali, J. (2008, November). A New Multi-Dimensional Domain-Specific Motivation Questionnaire: Measurement of Young Children’s Multi-faceted Reading Motivation. Paper presented at the Australian Association for Research in Education Conference, Brisbane. Retrieved from https://www.researchgate.net/profile/Rhonda_Craven/publication/260350652_A_New_Multi-Dimensional_Domain-Specific_Motivation_Questionnaire_Measurement_of_Young_Children's_Multi-faceted_Reading_Motivation/links/0a85e5370176c8ef0d000000.pdf
Marsh, H. W., Craven, R. G., Hinkley, J. W., & Debus, R. L. (2003). Evaluation of the Big-Two-Factor Theory of academic motivation orientations: An evaluation of jingle-jangle fallacies. Multivariate Behavioral Research, 38(2), 189-224. doi:10.1207/s15327906mbr3802_3