Date of Award


Document Type


Degree Name

Doctor of Education (EdD)

Committee Chair

Morgen Houchard


This study examined the relationship between student motivation to read and college- and career-ready achievement. The participants were 60 eighth-grade students from a middle school in western North Carolina. Pitcher’s et al. (2007) Adolescent Motivation to Read Profile (AMRP) survey instrument was used to collect data on student motivation to read and its subsets of self-concept as reader and value of reading. Academic achievement was measured by the North Carolina READY End-of-Grade Assessment English Language Arts/Reading for Grade 8 (NC READY ELA/R 8). Descriptive statistics revealed students could be described as neither having a positive or negative value of reading; but they had a positive self-concept, demonstrating higher levels of self-concept as readers than they did regarding the value of reading. Results also indicated students were positively motivated to read, although only slightly. Correlational analysis demonstrated a statistically significant positive relationship individually between student self-concept as readers, student value of reading, and student motivation to read and academic achievement. Regressional analysis data revealed that student self-concept as reader and motivation to read were significant predictors of academic achievement scale scores and college- and career-ready achievement levels. Student evaluation of their value of reading was not a significant predictor of achievement. The results of this study also indicated student motivation to read does have a statistically significant relationship to college- and career-ready academic achievement.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.