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Journals / Kocaeli Üniversitesi Eğitim Dergisi / 2026 / Cilt: 9 Sayı: 1

Does college students’ reading motivation predict their reading achievement?

Üniversite öğrencilerinin okuma motivasyonu okuma başarılarını yordamakta mıdır?

Yunus Emre Akbana(KAHRAMANMARAS SUTCU IMAM UNIVERSITY, FACULTY OF EDUCATION)0000-0002-5707-3564
Gülten Koşar(HATAY MUSTAFA KEMAL UNIVERSITY, FACULTY OF EDUCATION)0000-0002-4687-4382
Pages
319–339
Publication Date
2026-05-31
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The results demonstrated that there was an increase in participants’ reading motivation and reading achievement.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Although a great deal of research into the interplay between primary and secondary school students’ reading motivation and reading achievement has been carried out to date, less has been conducted on the one between college students’ reading motivation and reading achievement.
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Key Findings & Data:This quantitative case study sets out to examine if college students’ (N = 43) reading motivation and reading achievement change over four months.
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Conclusion & Impact:The results demonstrated that there was an increase in participants’ reading motivation and reading achievement.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:nicel durum çalışması · okuma başarısı · okuma motivasyonu

Abstract

Although a great deal of research into the interplay between primary and secondary school students’ reading motivation and reading achievement has been carried out to date, less has been conducted on the one between college students’ reading motivation and reading achievement. To address this gap, the present study was conducted with college students majoring in English Language Teaching at a public university in Türkiye. This quantitative case study sets out to examine if college students’ (N = 43) reading motivation and reading achievement change over four months. In addition, it aims at examining if their reading motivation predicts reading achievement. The data was collected by administering a motivation for reading scale twice and a pre- and post-reading test, which was analyzed performing paired samples t-test and linear regression analysis. The results demonstrated that there was an increase in participants’ reading motivation and reading achievement. Also, this increase marked a statistically significant change in participants’ pre- and post-reading motivation and pre- and post-reading achievement. Additionally, while the overall construct of reading motivation did not predict their reading achievement, the sub-dimension ‘reading as part of self’ significantly predicted reading achievement. Drawing upon the conclusions of this study, several implications and recommendations for future studies are presented; moreover, specific recommendations are offered to attract the attention of university reading teachers to college students’ reading motivation and achievement.

Özet

Bugüne kadar ilk ve ortaokul öğrencilerinin okuma motivasyonu ve okuma başarısı arasındaki etkileşim üzerine çok sayıda araştırma yapılmış olmasına rağmen, üniversite öğrencilerinin okuma motivasyonu ve okuma başarısı arasındaki etkileşim üzerine daha az araştırma yapılmıştır. Bu nedenle, bu çalışmanın katılımcılarını Türkiye’deki bir devlet üniversitesinin İngiliz dili eğitimi programında öğrenim gören üniversite öğrencileri oluşturmaktadır. Bu nicel durum çalışması, üniversite öğrencilerinin (N = 43) okuma motivasyonlarının okuma başarılarını yordayıp yordamadığını incelemeyi amaçlamaktadır. Bu çalışma katılımcıların okuma motivasyonlarının ve okuma başarılarının dört ay boyunca değişip değişmediğini incelemeyi amaçlamaktadır. Veriler, iki kez Okuma Motivasyonu Ölçeği ve okuma öncesi ve sonrası test uygulanarak toplanmış; veriler eşleştirilmiş örneklemler t-testi ve doğrusal regresyon analizi yapılarak analiz edilmiştir. Sonuçlar katılımcıların okuma motivasyonlarında ve okuma başarılarında bir artış olduğunu ortaya koymuştur. Ayrıca, elde edilen artışın katılımcıların okuma öncesi ve sonrası motivasyonlarında ve okuma öncesi ve sonrası başarılarında istatistiksel olarak anlamlı bir değişime yol açtığını ortaya koymuştur. Buna ek olarak, elde edilen sonuçlar okuma motivasyonunun okuma başarısını yordamadığını gösterirken, okuma motivasyonunun alt boyutu olan bireyin okuma etkinliğini benliğinin bir parçası olarak görmesinin okuma başarısını istatiksel olarak anlamlı şekilde artırabileceğini göstermektedir. Bu çalışmanın sonuçları doğrultusunda, gelecek çalışmalara yol gösterebilecek çeşitli çıkarımlar ve öneriler sunulmuş; ayrıca üniversitelerde okuma dersi veren öğretim elemanlarına, öğrencilerin okuma motivasyonu ile okuma başarısı arasındaki ilişkiye dikkat çekici nitelikte önerilerde bulunulmuştur.

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Cite This Article

Akbana, Y. E., Koşar, G. (2026). Does college students’ reading motivation predict their reading achievement?. Kocaeli Üniversitesi Eğitim Dergisi, Cilt: 9 Sayı: 1, 319–339. https://doi.org/10.33400/kuje.1858832

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