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<p>Reading is essential for academic achievement and cognitive development, yet there is limited research on reading motivation among Chinese-speaking students. This study developed and validated the Mandarin Reading Motivation Scale (MaRMS), a multidimensional measure grounded in expectancy-value theory, specifically designed to assess extracurricular, self-initiated reading among Taiwanese students in grades 3–10. The MaRMS assesses six dimensions of reading motivation: intrinsic value, utility value, peer competition, others’ recognition, self-demanding, and self-efficacy. Data from 2,560 students were analyzed using Confirmatory Factor Analysis (CFA) and Exploratory Structural Equation Modeling (ESEM), with ESEM confirming a six-factor, 25-item structure with superior fit. Measurement invariance across gender and education levels demonstrated the scale’s wide applicability. Results revealed higher intrinsic and utility value motivation but lower peer competition and self-demanding motivation. Female students showed stronger intrinsic and recognition-based motivation, while high school students experienced a decline in motivation across most dimensions except for increased self-demanding motivation driven by academic pressures. These findings establish the MaRMS as a reliable and valid tool for assessing Mandarin reading motivation, offering insights to inform educational practices and research.</p>

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Examining the factor structure and measurement invariance of the Mandarin reading motivation scale: an ESEM approach with Taiwanese students

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  • 出版模式：

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  • 发表日期：

    2026年6月23日

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  • Tsung-Jen Chang,
  • Yao-Ting Sung

摘要

Reading is essential for academic achievement and cognitive development, yet there is limited research on reading motivation among Chinese-speaking students. This study developed and validated the Mandarin Reading Motivation Scale (MaRMS), a multidimensional measure grounded in expectancy-value theory, specifically designed to assess extracurricular, self-initiated reading among Taiwanese students in grades 3–10. The MaRMS assesses six dimensions of reading motivation: intrinsic value, utility value, peer competition, others’ recognition, self-demanding, and self-efficacy. Data from 2,560 students were analyzed using Confirmatory Factor Analysis (CFA) and Exploratory Structural Equation Modeling (ESEM), with ESEM confirming a six-factor, 25-item structure with superior fit. Measurement invariance across gender and education levels demonstrated the scale’s wide applicability. Results revealed higher intrinsic and utility value motivation but lower peer competition and self-demanding motivation. Female students showed stronger intrinsic and recognition-based motivation, while high school students experienced a decline in motivation across most dimensions except for increased self-demanding motivation driven by academic pressures. These findings establish the MaRMS as a reliable and valid tool for assessing Mandarin reading motivation, offering insights to inform educational practices and research.