Factors associated with reading motivation in ecuadorian university students
DOI:
https://doi.org/10.62305/alcon.v6i4.1164Keywords:
reading motivation; higher education; self-regulated learning; structural equation modelling; academic performanceAbstract
Reading motivation in higher education is a key factor for meaningful learning and the development of critical thinking; however, its empirical explanation has been approached in a fragmented way, particularly in Latin American contexts. This study aimed to analyze the influence of reading skills and strategies, study conditions and habits, and access to and quality of academic resources on reading motivation among Ecuadorian university students. Using a quantitative, exploratory approach, a Likert-scale survey was administered to university students, and the data was analyzed using SEM-PLS structural equation modeling and bootstrapping to identify the factors associated with reading motivation. The results indicate that reading skills and strategies exert a significant influence on university students' reading motivation, while study conditions and habits, as well as access to and quality of reading resources, did not show a significant influence. Therefore, it is concluded that reading motivation is determined in this case by cognitive and metacognitive processes, highlighting the importance of strengthening strategies in the university curriculum that promote self-regulation of learning and the development of more autonomous and reflective reading skills.
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