Abstract:
Motivation to read plays a significant role in college students' academic engagement and overall performance. Faculty may influence students' reading motivation through the types of reading they assign and strategies to approach the reading assignments. Disciplinary context also plays a unique role. Using data from 2013 National Survey of Student Engagement (NSSE), this study investigates differences in college students' reading motivation by assignment type. Variation by students majoring in hard and soft fields at four-year colleges and universities are also explored. Recommendations for ways faculty may enhance students' reading motivation are provided.
