The relationship between Grades 8-12 students' motivation for self-selected reading in English and academic achievement at Bangkok Christian International School, Thailand

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2017
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Digital Production Press, Assumption University
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2586-9388
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eng
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application/pdf
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15 pages
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Scholar: Human Sciences 9, 2 (July-December 2017), 203-217
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Abstract
The purpose of this study was to determine the extent to which academic achievement is influenced by motivation for self-selected reading in English and reading achievement. This study was conducted using the survey method employing the researcher made Adolescent Motivation for Self-Selected Reading Questionnaire (AMSSRQ). Academic achievement data was collected from students’ individual report cards for the first quarter of the academic year 2015-16. The sample of the study consisted of 83 eighth to twelfth grade students from Bangkok Christian International School, Bangkok, Thailand, in the first semester of the academic year 2015-16. Additionally, the relationship between motivation for self-selected reading in English and reading achievement, and reading achievement and academic achievement were investigated. Further to this the relationship between motivations for self-selected reading in English and general self-efficacy for learning and performance were also investigated. The hypotheses were tested using the Pearson product-moment correlation coefficient. The results confirmed the hypotheses. There was a significant relationship between motivation for self-selected reading in English and reading achievement. In turn there was a significant relationship between reading achievement and academic achievement. Additionally, this study found a significant relationship between motivation for self-selected reading in English and general self-efficacy for learning and performance. The study concludes with recommendations for practice and future research.
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