Program
Teaching M.A.
Number of Pages
79
Year Approved
2025
First Advisor
Cheryl Bostrom
Second Reader
Glenn Morehouse Olson
Abstract
This literature review examined the intersection of self-efficacy and motivation, and their impact on reading achievement. The analysis demonstrated how motivation and context support and shape students’ reading outcomes. This synthesis of peer-reviewed research (2014–2024) from ERIC, PsycINFO, and JSTOR highlights Self-Determination Theory (SDT) as a lens for understanding reading motivation through competence, autonomy, and relatedness. Evidence shows that fluency strategies (prosody, repeated reading, and arts integration) enhance pacing, comprehension, and engagement, while supportive school climates (characterized by safety, teaching, and relationships) further sustain motivation. The evidence underscores the importance of integrating motivational supports, fluency instruction, and student-centered practices to foster lifelong reading engagement. However, gaps remain in the research of long-term interventions and for the experiences of underrepresented populations. Future studies should investigate tailored strategies for diverse learners and the role of school climate in promoting equitable and lasting impacts on reading achievement.
Degree Name
Teaching M.A.
Document Type
Masterʼs thesis
Recommended Citation
Esterly, A. L. (2025). Reading Motivation and Achievement: Exploring Theories, Strategies, and School Climate Contexts [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/1232
Terms of Use and License Information
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