Self-regulation for Reading Comprehension: Psychometric Properties of Two Motivation Scales

Ferraz, Adriana Satico; Santos, Acácia Aparecida Angeli dos

doi:10.1590/1982-4327e3135

Adriana Satico Ferraz

Universidade São Francisco, Campinas-SP, Brazil

http://orcid.org/0000-0002-9856-0094

Acácia Aparecida Angeli dos Santos

Universidade São Francisco, Campinas-SP, Brazil

http://orcid.org/0000-0002-8599-7465

Correspondence address: Adriana Satico Ferraz. Universidade São Francisco. R. Waldemar César da Silveira, Campinas-SP, Brazil. CEP 13.0045-510. E-mail: adrianasatico.as@gmail.com

Adriana Satico Ferraz is a PhD student on the Graduate Program in Psychology at Universidade São Francisco, Campinas-SP, Brazil.

Acácia Aparecida Angeli dos Santos is a Professor of the Universidade São Francisco, Campinas-SP, Brazil.

Authors’ Contribution:

All authors made substantial contributions to the conception and design of this study, to data analysis and interpretation, and to the manuscript revision and approval of the final version. All authors assume public responsibility for content of the manuscript.

Associate Editor:

Luciana Mourão Cerqueira e Silva

Achievement Goals Scale for Reading Comprehension items	CVCc			k
Achievement Goals Scale for Reading Comprehension items	CL	PR	TR	TD
1. Understand what *** new things	.96	.96	.96	1
2. I strive to *** my knowledge	.90	.96	.90	1
3. Comprehend what I read *** in my everyday life	.83	.83	.76	1
4. I like to feel *** complicated to read	.83	.90	.90	1
5. Schoolwork *** what is written	.83	.76	.76	1
6. I keep reading *** the text	.90	.90	.90	1
7. I get excited when *** read a text	.83	.90	.83	1
8. Reading comprehension *** school subjects	.96	.96	.96	1
9. When I like a text *** other similar	.83	.90	.90	1
10. Understand a text *** think about things	.83	.83	.76	1
11. I feel challenged *** interpret a text	.90	.83	.90	1
12. Understand what I read *** do well in school	.90	.96	.90	1
13. I strive to understand *** good I am	.90	.90	.90	.33
14. Understand what I read *** classmates	.83	.83	.83	.33
15. I like to be challenged *** classmates	.83	.83	.83	1
16. Understand the text *** school activities	.90	.90	.90	1
17. I like that people *** understand the text	.90	.90	.90	1
18. I am happy when *** I understood the text well	.83	.83	.90	1
19. Reading comprehension *** of school	.96	.96	.96	1
20. I read a lot of books *** think I am smart	.83	.83	.83	1
21. I feel competent *** what I read	.96	.96	.96	1
22. When the teacher *** my classmates	.90	.90	.90	1
23. Reading comprehension *** do poorly in exams	.83	.83	.83	1
24. I avoid reading texts *** understand the text	.90	.76	.96	1
25. I get worried *** texts I read	.90	.96	.96	1
26. I feel uncomfortable *** I have understood of the text	.83	.90	.90	1
27. I feel ashamed *** I understood of the text	.76	.76	.76	.33
28. I give up reading *** reading comprehension	.90	.96	.96	1
29. I feel afraid *** reading comprehension	.83	.83	.83	1
30. I get nervous *** a difficult text	.96	.96	.96	1
31. I hardly read *** teacher asks at school	.76	.90	.90	1
32. I feel unintelligent *** a text	.83	.83	.83	1
33. I get anxious *** interpret a text	.86	.96	.96	1
CVCt	.87	.88	.88
k (full scale)	.88
Inter-judge agreement for the full scale	93.94%
Item rewording	Reworded items		Justifications
Item 5. Schoolwork becomes easier when I understand what is written	Item 5. When I understand what is written it is easier to do the assignment		CVCc < .80
Item 18. I am happy when the teacher tells the whole class that I understood the text well	Item 18. I am happy when the teacher tells me that I am good at reading comprehension		Experts’ suggestions
Item 31. I hardly read things other than the texts the teacher asks for at school	Item 31. I only read the texts the teacher asks for at school		CVCc < .80

Self-Efficacy Scale for Reading Comprehension items	CVCc			k
Self-Efficacy Scale for Reading Comprehension items	CL	PR	TR	TD
1. Understand texts *** complicated	.90	.96	.96	1
2. Use good strategies *** the text	.96	.83	.96	1
3. Draft *** the text	.96	.83	.96	1
4. Interpret *** I read	.96	.96	.96	1
5. Find *** to read	.90	.90	.90	1
6. Find *** or other sites	.76	.76	.76	1
7. Make associations *** in the text	.76	.90	.90	1
8. Know what the text is about *** reading	.96	.83	.96	1
9. Classify types *** or a poem	.90	.90	.76	.33
10. Imagine things *** in the text	.90	.76	.90	1
11. Save the information *** text	.90	.90	.90	1
12. Associate information *** daily life	.83	.76	.83	1
13. Assess whether *** the text	.96	.96	.96	1
14. Understand what are *** reading comprehension	.96	.96	.96	1
15. Share my *** classmates	.90	.96	.83	1
16. Read the texts *** by the teacher	.90	.90	.90	1
17. Associate the text *** others I have read	.96	.96	.96	1
18. Ask for help *** hard to understand	.96	.96	.96	1
19. Recognize which classmate *** a text	.90	.96	.96	1
20. Answer questions *** by the teacher	.96	.96	.96	1
21. Understanding *** mathematical problems	.96	.96	.96	1
22. Understanding school subject books *** and science	.96	.96	.96	1
23. Ask a classmate *** to understand the text	.83	.90	.90	1
24. Identify in what era *** I read	.96	.83	.90	1
CVCt	.88	.86	.88
k (full scale)	.83
Inter-judge agreement for the full scale	91.67%
Item rewording	Reworded items		Justifications
Item 7. Make associations between paragraphs in the text	Item 7. Make associations between ideas in the text		CVCc < .80; Experts’ suggestions

Part 1: Statement and response key labels
1.Understanding the instructions for filling out the scale	AF=14 (87.5%)
2. Identification of confusing passages	AF=7 (43.75%)
3. Identification of unknown words	AF=1(6.25%)
4. Understanding response key labels	AF=14 (87.5%)
Part 2: Items	LG	PAG	PAvG
1. Identification of similar content	AF=9 (56.25%)	AF=10 (62.5%)	AF=9 (56.25%)
2. Difficulty in comprehension	AF=1 (6.25%)	AF=3 (18.75%)	AF=1 (6.25%)
Item rewording	Reworded item
Item 3. Comprehend what I read helps me understand the things that happen in my everyday life	Comprehend what I read helps me to understand things in my day life
Item 4. I like to feel challenged to understand texts more complicated to read	I like the challenge of understanding texts more complicated to read
Item 6. I keep reading until I understand the text	Even when it is difficult, I keep reading until I understand the text
Item 15. I like to be challenged to do better in reading comprehension than my classmates	I like to do better in reading comprehension than my classmates
Item 20. I read a lot of books so that people will think I am smart	I try to read a lot of books so that people will think I am smart
Item 21. I feel competent when I understand what I read	I feel intelligent when I understand what I read
Item 29. I am afraid the teacher will tell the whole class that I have difficulty with reading comprehension	I dislike it when the teacher tells the whole class that I have trouble understanding what I read
Excluded items	Justifications
Item 11. I feel challenged when the teacher asks me to interpret a text	Students chose item 4 due to content similarity "I like to feel challenged to understand texts more complicated to read"
Item 22. When the teacher asks to interpret a text, I want to do better than my classmates	Students chose item 13 due to content similarity "I strive to understand difficult texts so that my teacher and classmates can see how good I am"
Item 26. I feel uncomfortable when I am asked to say what I have understood of the text	The content of items 26, 27 and 33 was represented by item 23 [30], "I get nervous when I have to read a difficult text"
Item 27. I feel ashamed to tell others what I understood of the text
Item 33. I get anxious every time the teacher asks me to interpret a text

Part 1: Statement and response key labels
1.Understanding the instructions for filling out the scale	AF=15 (93.75%)
2. Identification of confusing passages	AF=3 (18.75%)
3. Identification of unknown words	AF=0 (0%)
4. Understanding response key labels	AF=16 (100%)
Part 2: Items
1. Identification of similar content	AF=5 (31.25%)
2. Difficulty in comprehension	AF=2 (12.5%)
Item rewording	Reworded item
Item 5. Finding time to read	Always find time to read
Item 8. Know what the text is about after reading it	Know what the text is about, after reading it
Item 13. Assess whether I have understood the text	Know if I understood the text
Item 20. Answer questions about the text asked by the teacher	Answer questions about the text, asked by the teacher
Item 22. Understanding school subject books, such as geography and science	Understanding school subject books, such as history, geography and science
Excluded items	Justifications
Item 4. Interpret what I read	Students chose item 8 due to content similarity "Know what the text is about after reading it"
Item 19. Recognize which classmate can help me better understand a text	Students chose item 23 due to content similarity "Ask a classmate to help me understand the text"

Achievement Goals Scale for Reading Comprehension items	ESEM 3				Self-Efficacy Scale for Reading Comprehension items	CFA 2
Achievement Goals Scale for Reading Comprehension items	F1	F2	F3	a		F1	a
1. Understand what *** new things	.56	-.04	-.06	1.14	1. Understand *** more complicated	.63	1.51
2. I avoid reading texts *** understand the text	-.09	-.09	.61	1.23	2. Use good *** text	.65	1.48
3. I like *** my classmates	-.11	.78	.01	1.86	3. Elaborate good *** text	.59	1.29
4. Comprehend what I read *** in my everyday life	.48	.11	.01	1.07	4. Always find *** to read	.56	1.14
5. I enjoy the challenge *** complicated to read	-.01	.45	-.43	F2: .74; F3: -1.03	5. Understand the meaning *** other places	.54	1.11
6. When I understand *** do the lesson	.50	-.13	-.06	.91	6. Make associations *** in the text	.56	1.21
7. Reading comprehension *** do poorly in exams	.58	-.13	.09	.99	7. Know what the text is about *** reading	.69	1.69
8. Even when it is difficult *** the text	.17	.24	-.49	-1.43	8. Classify types *** or a poem	.54	1.06
9. I strive to understand *** good I am	-.03	.76	-.02	2.11	9. Imagine things *** in the text	.47	.92
10. I give up reading *** reading comprehension	-.12	.01	.62	1.50	10. Save the information *** text	.64	1.46
11. I try to read *** will think I am smart	-.03	.70	-.02	1.33	11. Associate information *** daily life	.56	1.17
12. I only read *** at school	-.08	-.16	.41	.96	12. Know if *** text	.58	1.30
13. Understand what I read *** classmates	.09	.62	.18	1.52	13. Understand what are *** reading comprehension	.48	.96
14. Understand the text *** school activities	.55	.12	.02	1.16	14. Share my *** classmates	.49	.93
15. I dislike it when *** I read	.14	.08	.44	.56	15. Read the texts *** by the teacher	.60	1.35
16. Understand a text *** about things	.64	.07	-.06	1.65	16. Associate the text *** I have read	.60	1.31
17. I like that people *** the text	.12	.51	.17	1.12	17. Ask *** hard to understand	.42	.76
18. I get nervous *** a difficult text	.15	-.01	.58	.96	18. Answer questions *** the teacher	.62	1.40
19. Reading comprehension *** school subjects	.77	-.01	-.02	2.23	19. Understand *** mathematical problems	.56	1.14
20. Reading comprehension *** of school	.82	.04	-.01	2.68	20. Understanding school subject books *** science	.60	1.35
Plausibility indices of the ESEM 3 model					21. Identify in what era *** I read	.56	1.19
Plausibility indices of the ESEM 3 model					Plausibility indices of the CFA 2 model
χ²/gl = 2.20; RMSEA = .05 (CI .041 - .055); CFI = .94; TLI = .93					χ²/gl = 2.15; RMSEA = .05 (CI .041 - .053); CFI = .96; TLI = .96
Reliability Indices					Reliability Index
CR: F1 = .83; F2 = .81; F3 = .71					CR = .91

[1] Correspondence address: Adriana Satico Ferraz. Universidade São Francisco. R. Waldemar César da Silveira, Campinas-SP, Brazil. CEP 13.0045-510. E-mail: adrianasatico.as@gmail.com

Brasil

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Self-regulation for Reading Comprehension: Psychometric Properties of Two Motivation Scales

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Abstract