Page 155 - JOURNAL OF LIBRARY SCIENCE IN CHINA 2015 Vol. 41

154 Journal of Library Science in China, Vol. 7, 2015

students from junior middle school have stronger overall motivation, Personal Interests, Self
Development and Social Interaction than those from senior middle schools. Additionally, Table 4
indicates five reliable main effects of living area on the overall motivation (F=7.40, p<0.01), the
Killing Time dimension (F=5.55, p<0.05), the Self Development dimension (F=10.13, p<0.01), the
Social Interaction dimension (F=13.42, p<0.01), the Peer Recognition dimension (F=8.20, p<0.01).
Specifically speaking, students living in suburb area have stronger overall motivation, Killing
Time, Self Development, Social Interaction and Peer Recognition than those living in urban area.

Table 4. One-way analyses of variances for motivation dimensions on 2 dependent variables
Grade Living area
Motivation dimensions Junior Senior Urban Suburb
M SD M SD F M SD M SD F
IA 3.42 1.05 3.40 0.93 0.05 3.40 0.98 3.43 1.01 0.22
KT 3.25 1.16 3.17 1.08 1.73 3.14 1.14 3.30 1.09 5.55*
PI 3.60 1.02 3.42 0.93 7.61** 3.50 0.97 3.52 0.99 0.11
SD 3.25 1.02 3.09 1.01 6.22* 3.07 1.01 3.29 1.02 10.13**
SI 3.48 0.98 3.29 0.92 9.22** 3.29 0.98 3.51 0.91 13.42***
PR 3.41 1.03 3.31 0.99 2.16 3.28 1.01 3.48 1.00 8.20**
Overall 3.40 0.81 3.28 0.78 5.55* 3.28 0.78 3.42 0.81 7.40**
Note：*p<0.05; **p<0.01; ***p<0.001

4 Discussion

4.1 The multidimensionality of social reading motivation

The present study identified six dimensions in adolescents’ social reading motivation. This finding
is consistent with those of previous studies, and confirms the widespread view that reading
motivation is a multidimensional construct (Baker & Wigfield, 1999; Chapman & Tunmer, 1995;
Gambrell et al., 1996; Greaney & Neuman, 1980; Watkins & Coffey, 2004; Wigfield & Guthrie,
1997). Drawing on the relevant literature on motivation type (Bao & X. K. Zhang, 2005; Guo,
2005; Wikipedia, 2014; X. G. Zhang, 2000), the six dimensions could be grouped into three
categories. They are Intrinsic Motivation (including Information Acquisition, Killing Time and
Personal Interests), Socializing Motivation (including Social Interaction and Peer Recognition),
and Goals in Achievement (referring to Self Development). The result yielded by the factor
analysis with the fixed factor number (the number was three) supported this classification of social
reading motivation type. To be specific, the factor analysis revealed that one item which measured
Personal Interests and all items measuring the variable of Self Development loaded together as
Factor 2, but the loading value of this very item on Factor 2 (0.55) and Factor 3 (0.42) were quite