A Mixed-Methods Study to Investigate Chinese Students’ Reading Motivation in Taiwan

  • Suhua HuangEmail author
Part of the Literacy Studies book series (LITS, volume 15)


The purpose of this study was to use a triangulated mixed-methods research design to investigate factors influencing Chinese middle school students’ motivation to read. A total of 88 ninth-grade students (47 boys and 41 girls) voluntarily participated by completing the Chinese Motivation for Reading Questionnaire (CMRQ). Twelve of the 88 students (six girls and six boys) were randomly selected to participate in semi-structured interviews, and three ninth-grade classes were observed over the course of one month. In addition, six teachers and five parents were selected to be interviewed. Four variables were investigated on a scale of 1 to 4. The mean score was highest for intrinsic motivation (2.84). The mean scores for the other three variables were as follows: self-efficacy, 2.73; extrinsic motivation, 2.53; and social motivation, 2.25. The qualitative findings showed evidence that personal interest and reading choice drove students’ intrinsic motivation to read and enhanced confidence in reading. Unlike schools in many Western countries, Chinese middle schools in Taiwan have a hierarchical testing system, and reading for social recognition and competition appear to play a primary role in Chinese students’ motivation to read. This study found that Chinese middle school students placed greater value on grades than other outcomes of academic performance.


Chinese middle school students Gender difference Social and cultural values Reading motivation 


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Copyright information

© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  1. 1.Midwestern State UniversityTexasUSA

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