Research Purpose: Why Interest Matters The purpose of this research was to explore the construct of interest as it influences first-year community college student motivation to read assi
INTRODUCTION
According to the National Center for Education Statistics, only 37% of 12th graders are proficient in reading, highlighting concerns about literacy levels among high school students (McFarland et al., 2019) The literacy achievement gap is even more pronounced among minority students, with only 21% of Hispanic students and just 15% of Black students reaching proficiency in reading (Hussar et al., 2020) Improving reading skills for all students remains a critical goal for educational success and equity.
Recent studies reveal that older students are struggling with reading and are increasingly disengaged from print-based media (Twenge et al., 2019) These ongoing reading challenges and reluctance to tackle complex academic texts contribute to a college student population that often lacks the ability or willingness to engage deeply with college-level materials (Hoeft, 2012; Lei et al., 2010).
Recent research indicates that improving reading proficiency and student engagement in academic reading requires more than just cognitive strategies like the five pillars of literacy Scholars emphasize the importance of latent psychological traits—such as habits of mind and emotional intelligence—that influence a student's motivation and actions Over the past thirty years, non-cognitive research has increasingly linked traits like grit, determination, resilience, and curiosity to successful literacy acquisition, highlighting the critical role of these psychological factors in learning outcomes.
Motivation is a key non-cognitive trait that has been extensively studied over the past twenty years, especially in relation to students It plays a crucial role in understanding why some students may struggle with reading and how to encourage more engagement with literacy Understanding the impact of motivation can help educators develop strategies to enhance student reading habits and improve academic outcomes Therefore, investigating the factors that influence student motivation is essential for addressing the persistent question: “Why don’t our students read more?”
Motivation is generally defined as the willingness to engage in an activity and to persist despite difficulties, serving as a crucial driver of student achievement (Urdan & Schoenfelder, 2006) Researchers believe that motivation, along with non-cognitive traits like persistence and curiosity, significantly influences literacy success For decades, scholars have strived to quantify this intangible trait and understand its impact on educational outcomes.
DeNaeghel, 2012; Schiefele et al., 2012; Wang & Guthrie, 2004)
Despite substantial research focus on motivation to read within educational and psychological fields, there has been limited direct investigation of older adolescents, who often benefit only indirectly from studies on younger students Existing motivation profiles for adolescents have primarily been adapted through researcher theory or brief qualitative studies, with minimal input from the older adolescent population itself As a result, affective measurements of motivation to read among older adolescents have lacked in-depth exploration, especially considering the significant changes in their reading experiences that have occurred since the early 2000s.
Young adults nationwide are choosing community colleges and two-year post-secondary institutions due to their open admission policies and affordable education options These schools offer a direct pathway to professional certifications in various fields, making them a practical alternative to more costly four-year universities Many students see community colleges as a flexible and accessible way to gain specialized skills and improve career prospects.
With the increasing cost of college education, community colleges are viewed by 40% of students as the most practical pathway to career advancement due to their significantly lower tuition compared to four-year institutions While four-year colleges are highly academically demanding, community colleges offer a more affordable alternative that enables students to progress toward their professional goals without the heavy financial burden.
In Fall 2017, 5.8 million U.S students enrolled in community colleges, which serve a diverse and traditionally underserved population—including 55% low-income students, 35% African Americans, 44% Hispanics, 20% students with disabilities, and 29% first-generation college attendees (McFarland et al., 2019; Hussar et al., 2020) For these groups, earning an associate degree from a community college provides substantial economic benefits, with graduates earning on average $1,160 to $1,790 more per quarter than non-completers (Belfield & Bailey, 2017) This highlights the critical role community colleges play in promoting educational access and economic mobility among underserved populations.
Despite the widespread accessibility of community colleges, nearly 40% of students leave before their second year, and only 17% graduate within three years (CUNY, 2020) This highlights significant obstacles faced by students at two-year institutions and underscores the urgent need for interventions to improve student retention and success Specifically, in the urban context of the CUNY community college system, just 12.6% of first-time students earn an associate degree within three years, with only an additional 6.6% completing within four years (CUNY, 2020) Addressing these challenges is essential to closing achievement gaps and enhancing outcomes for community college students.
Various studies have been offered in explanation for the low return rate on student investment in community college (Goldrick-Rab, 2010) Most of these studies over the
Over the past two decades, research has aimed to understand the reasons behind low student persistence in community colleges, primarily focusing on demographic factors such as ethnicity (Barbatis, 2010), age, and gender (Mertes & Hoover, 2008) Additionally, environmental indicators like students' sense of belonging play a crucial role in retention rates (Hausmann et al., 2007; Jacobs & Archie, 2008; Lundberg).
Recent research highlights that many studies focus on predictors like short- and long-term expectations (Hawley & Harris, 2005), but these factors are often difficult to modify A growing body of theorists argue that this approach overlooks the importance of psychosocial and non-cognitive factors, which can be more adaptable and impactful for student success (Duckworth & Yeager, 2015; Fong et al., 2016; Richardson et al., 2012).
Research indicates that up to 80% of incoming freshmen nationwide, including 74% at CUNY community colleges, require remedial education before graduation (Public Policy Institute of California, 2016; CUNY, 2016) This highlights the importance of studying non-cognitive motivational factors to better support underprepared students As educators, we must consider how to effectively foster academic growth within a limited timeframe, addressing the challenges these students face to promote their success.
Demographic uniqueness may explain the failed retention and poor educational outcomes for urban community college students Researchers suggest that building academic momentum and increasing first-year student engagement are crucial for improving retention rates (Belfield et al., 2019; McClenney et al., 2012) A key question is what factors contribute to academic success in the first year at community colleges; while academic preparedness and family support are important predictors, they are not directly influenced within the classroom setting.
Research indicates that students who focus on their academic work, including thoroughly reading assigned texts, are more likely to achieve academic success and graduate Studies by Fike and Fike (2008), Cooper et al (2006), McClenney et al (2012), Ramdass and Zimmerman (2011), and Wood and Palmer (2014) support the importance of engagement and focused effort in educational achievement.
Research Purpose: Why Interest Matters
LITERATURE REVIEW
Many community college instructors observe that students often do not read or do not effectively engage with assigned academic texts (Hoeft, 2012; Phillips, 2006; Schnee, 2018) Studies explore environmental and cognitive factors contributing to this issue, as well as strategies to improve reading compliance (Brost & Bradley, 2006; Ihara & Del Principe, 2018) Understanding why students avoid reading reveals the complexity of the problem and highlights the importance of viewing academic reading as a learning event rather than merely a compliance task Framing reading as a developmental experience emphasizes the importance of interest and deep engagement, enriching the community college student experience as they grow as young adults.
This study focuses on young adults aged approximately 18 to 26 years old, including traditional freshmen and returning students who may have taken one or more gap years These students are typically on the verge of or just entering college, highlighting a critical developmental stage Research indicates that young adults follow a unique developmental trajectory, emphasizing the need for targeted attention to this specific age group in higher education research.
As students progress through school and approach adulthood, their intellectual and personal needs for identity formation become increasingly complex According to Erikson (1968), this developmental stage requires a deeper understanding of oneself Renninger (2009) emphasizes that educators can enhance student development by understanding these evolving needs and providing targeted support to foster identity growth during this critical period.
Understanding the developmental phase of learners is crucial, as student interest significantly impacts literacy acquisition during this stage The individual's phase of development influences their motivation to read and learn The complexity of young adult reading reflects the inherently challenging nature of content-area texts, which demand greater on-task attention and deeper analytical reasoning Recognizing these developmental factors helps tailor effective literacy strategies that foster engagement and comprehension in young learners.
The Devaluation of Affective Traits in Reading Research
Reading research primarily emphasizes cognitive processes such as comprehension and decoding because these outcomes are more accessible and easily generalizable through studies driven by a “cognitive hypothesis” (Tough, 2012) Such research often uses methodologies that isolate specific interventions and outcomes, informing pedagogy within narrow parameters that may overlook important variables Critics argue that this focus aims to secure funding by showcasing significant gains and broad applicability, but it risks neglecting complex human behaviors As Bean (2011) contends, the obsession with certainty and quantifiable results has limited research to small, narrowly focused topics, hindering exploration into non-cognitive traits of human behavior that do not fit scientific parameters, thereby stifling valuable inquiry into more nuanced aspects of learning.
Research in non-cognitive psychology is valuable not for producing easily measurable results, but for exploring the complex realms of motivation and attitude that uniquely influence individual and group learning across various contexts (Sanchez-Ruiz et al., 2016) Understanding the underlying factors of non-cognitive traits through qualitative insights from stakeholders helps in developing theories about what drives 21st-century students to engage in learning and informs the creation of affective measurement tools In an educational landscape that favors transferable practices, identifying subtle and less quantifiable learning traits requires a bold approach and a willingness to explore the intricacies of human experience As Bean (2011) emphasizes, researchers must adopt flexible research designs that support innovative ideas rather than confining them within narrow frameworks (p 166).
The Community College Survey of Student Engagement primarily measures physical aspects of student participation, such as involvement in group projects and extracurricular activities, while neglecting critical non-cognitive factors like motivation and interest in the subject matter Despite evidence that many students disengage early in their college journey, the survey fails to assess metacognitive traits that influence learning success This oversight highlights a broader issue in assessment tools, which often overlook behaviors that could deepen our understanding of the human experience and improve classroom practices Recognizing the importance of non-cognitive factors is essential for fostering sustained student engagement and success.
This study explores the often-overlooked non-cognitive factor of motivation to read and its impact on literacy development While cognitive deficits in some college students justify remedial instruction, it is crucial to recognize that motivation to engage with texts is a prerequisite for developing comprehension and critical thinking skills According to Hidi and Renninger (2006), the innate interest in seeking out new information plays a fundamental role in motivation, potentially compensating for deficiencies in self-efficacy, extrinsic motivators, or academic preparedness Prioritizing motivation to read can enhance students’ engagement and success in literacy acquisition, emphasizing its importance in educational strategies.
Understanding the value of interest in educational research necessitates examining Motivation to Read studies and their limitations Motivation has been widely recognized as a key predictor of reading comprehension and academic achievement outcomes (Chapman & Tunmer, 1995; Guthrie et al., 1999; Park, 2011; Schiefele et al., 2012; Schwabe, 2015; Troyer, 2017; Wang & Guthrie, 2004; Wigfield et al., 2016) Most research on students' motivation to read employs affective measures designed to assess motivation as a non-cognitive, multidimensional construct The concept of motivation encompasses various measurable components, with foundational work like the Motivation to Read Profile (MRP) for grade school students (Gambrell et al., 1996; Davis et al., 2018) serving as a basis for isolating key aspects of reading motivation.
19 factors determined as representative of the trait of motivation in two dimensions, self- concept and value of reading For example and most largely, Wigfield and Guthrie’s
(1997) Motivations for Reading Questionnaire (MRQ) geared toward middle schoolers isolated 11 subconstructs
Recent surveys have favored innovative conceptual approaches to previous research, including an updated Middle School Reading Profile (MRP) that emphasizes out-of-school literacy practices among middle school students (Pitcher et al., 2007) Other studies compare struggling African American readers to non-struggling Caucasian peers (Guthrie et al., 2009), or focus on struggling readers within Pitcher et al.'s (2007) Adolescent Motivation to Read Profile (AMRP) Notably, there is a growing emphasis on revising the MRP to align with the digital age, as seen in Malloy et al.'s (2013) updated model, reflecting the evolving landscape of literacy.
Despite the methodologies and models developed, researchers still debate how to best measure student motivation to read, especially regarding which factors to include Some argue for comprehensive tools like the Motivations for Reading Questionnaire (MRQ: Wigfield & Guthrie, 1997), while others support simpler or one-dimensional models (e.g., Greaney & Neuman, 1990; McKenna et al., 1995) Additionally, many instruments lack proper validation for composite scores related to secondary factors, raising concerns about their reliability (Andreassen & Brøten, 2010; Guthrie et al., 1999) The generalizability of survey results across different populations and contexts remains problematic, impacting the usefulness of these measurement tools (Neubegauer, 2014).
Qualitative research highlights additional factors influencing motivation that are often purposefully excluded from consideration, as noted by Nolen (2007) According to Schiefele and Schaffner (2016), motivation studies tend to cover too much ground without employing methodologies capable of isolating the true impact of each factor To accurately assess these variables, researchers need to conduct in-depth exploratory evaluations that prioritize participant perspectives and consider how factors interact within specific contexts Ultimately, each potentially valuable factor warrants a thorough investigation to determine its relevance before integrating it into broader motivation analyses.
Motivation, Engagement, or Interest: Blurred Lines
Motivational research over the past two decades has increasingly minimized the role of interest, often treating it as a subordinate factor within broader motivation theories Specifically, interest is frequently reduced to a small component within models such as task value, intrinsic motivation, self-determination, flow, and goal orientation (Eccles & Wigfield, 2002) This downward valuation of interest overlooks its inherent significance in motivating young adults, who tend to disengage when material fails to capture their interest The lack of a comprehensive, conflicted theory of interest contributes to this problem, as current frameworks rely on other motivational constructs, thereby neglecting the vital role of genuine interest in engaging learners (Renninger & Hidi, 2011).
Student engagement plays a crucial role in understanding student motivation to read academic texts, yet researchers continue to debate its precise relationship with interest and motivation There is ongoing discussion on whether engagement and motivation should be viewed as independent constructs or as interconnected factors that influence student learning, with some seeing them as outcomes or non-cognitive components that drive engagement (Baron & Corbin, 2012; Unrau & Quirk, 2014) Engagement is broadly defined as participation in meaningful educational practices both inside and outside the classroom, leading to measurable academic outcomes (Quaye & Harper, 2015) Similarly, the Community College Survey of Student Engagement (CCSSE) describes engagement as “the amount of time and energy that students invest in meaningful educational practices” (McClenney & Marti, 2006), emphasizing its role in fostering deep student involvement in learning activities.
Focusing on the importance of “measurable outcomes,” educational strategies are increasingly emphasizing tangible results, yet there is also a strong emphasis on implementing “meaningful educational practices” to enhance learning experiences While discussions around student engagement often highlight the need for quantifiable objectives, it is widely recognized that genuine student engagement remains central to achieving meaningful learning, as supported by key researchers like Astin (1984) and Pascarella & Terenzini.
RESEARCH METHODS
Community colleges offer accessible pathways to professional fields or alternatives to more expensive and academically demanding four-year institutions Despite their accessibility, nearly 40% of students drop out before their second year, and only about 17% graduate within three years, highlighting a need for improved retention strategies (CUNY, 2019) Research indicates that fostering stronger first-year student engagement in academic work is key to increased retention and success (McClenney et al., 2012) Additionally, interest theory suggests that students, even those with low self-efficacy, are more likely to improve their engagement and academic progress when they find the texts assigned by their teachers more interesting (Renninger, 2009).
The goal of this exploratory inquiry is to explore the construct of student interest as it relates to motivation to read academic texts The research questions posed here are
RQ1: To what extent does personal interest influence urban community college students’ motivation to read the academic texts they are assigned?
RQ2: To what extent does situational interest influence urban community college students’ motivation to read academic texts they are assigned?
This study aims to identify potential factors from students' perspectives that influence their interest in reading academic texts, focusing on the underlying latent trait The findings can serve as a foundation for further research, including the development and pilot testing of a specialized Young Adult Student Interest to Read Academic Texts Survey This approach seeks to enhance understanding of student motivation and inform strategies to improve engagement with academic materials.
Participants in this inquiry were selected from first-year students in a major Northeastern metropolitan community college (given the pseudonym in this inquiry as
Metropolitan Community College) In its Fall 2018 cohort, this college had enrolled 15,051 students seen as comparable to current enrollment (CUNY, 2019) The demographic composition of the college is ethnically diverse (Table 1)
Demographic Breakdown of Research Site by Percentage
Native Asian Black Hispanic Caucasian
According to data from the City University of New York's Institutional Research (2019), the total enrollment by race and ethnicity varies significantly across different colleges within the university In Fall 2018, the student body comprised a diverse mix of racial and ethnic groups, highlighting the university's commitment to fostering an inclusive educational environment These demographic insights are essential for understanding student diversity trends and guiding equitable university policies For detailed statistics, the full report is available at CUNY’s official data repository.
Community colleges typically implement open admission policies that provide academically disadvantaged students the opportunity to pursue associate degrees, promoting access to higher education However, over 40% of incoming freshmen require remediation, especially in reading and writing skills, highlighting the academic challenges faced by these students (CUNY, 2019) Even students who do not need remediation often enter college underprepared for the academic rigor of college-level coursework, emphasizing the need for targeted support and developmental programs to improve student success.
Class composition in community colleges reflects a diverse demographic mix, including students from lower socioeconomic backgrounds, language learners, and individuals with diagnosed or undiagnosed learning disabilities This diversity accurately represents the unique population of community college students in large urban settings, highlighting the importance of inclusive educational approaches (Schnee, 2018)
Participants were drawn from the researcher’s own first-year English composition classes during Spring 2020, with approximately 45 students invited to participate Although random sampling was not feasible, students were assigned to these mandatory classes by the registrar, initially suggesting a representative sample of the college population However, the COVID-19 pandemic disrupted this plan, as institution-wide protocols shifted students to distance learning, and some faced challenges with the transition Consequently, it is unlikely that this sample accurately reflects the broader student body due to the pandemic's impact on accessibility and participation.
This study employs action research as an exploratory approach that emphasizes the teacher as a researcher within their own classroom, aiming to identify and understand specific teaching challenges The teacher-researcher’s role involves recognizing classroom problems, acquiring relevant knowledge, and potentially innovating instructional practices through inquiry (Mertler, 2013) Although the study combines qualitative and quantitative data collection methods, its primary focus is on knowledge construction rather than measurement or immediate implementation of solutions Importantly, the research recognizes and values student agency, involving students as co-researchers to collaboratively develop shared understanding and meaning in the research process.
This research explores student interest in reading academic texts, emphasizing a democratic classroom environment that avoids power imbalances The study aims to understand this construct from students' perspectives without linking it to grades or achievement metrics While generalizability is not the focus, the research provides valuable insights into the contextual factors influencing student reading interest These findings can help teachers reflect on and improve their pedagogical practices tailored to their specific student populations.
The Spring 2020 semester initially involved in-person classes held in one-hour time slots, four mornings per week, from early March to early June 2020 However, due to the COVID-19 pandemic, all instruction transitioned to an online format, which was manageable for me as an educator because I already extensively used Blackboard Students adapted well to the platform, which they had been using regularly for submitting assignments and collaborating during in-person classes Consequently, the original study parameters were slightly adjusted to accommodate the shift to online learning environments.
The class curriculum was organized into four thematic modules, each accompanied by specific assigned readings to enhance understanding Writing tasks were integrated into the latter part of the curriculum but are not detailed in the provided table To ensure students participated voluntarily, data collection was conducted during the final two weeks of the semester, specifically after most course assessments had been completed These final two weeks comprised a dedicated two-week module, during which assignments and activities were designed to gather research data without impacting students' academic performance.
5) were deemed as extra credit course work
Course Description Related to Reading Instruction - Spring 2020
Description/Theme Reading Assignments Learning Objectives related to reading
(First portion of module is spent on reading skills, second portion on writing skills)
“Wired for Distraction” An introduction to reading comprehension, advanced literacy skills and college composition
Readings in different genres are used to assess reading level and difficulties
Readings are provided with increasing difficulty to build appropriate strategies and develop student resilience
Annotation, Summarization, Pre- read/Read/Re-Read Vocabulary in Context Question/Surprise/Conf used
Uses a debate format to deepen students reading and advanced literacy skills to create enriched arguments
Topic related readings are provided Students are divided into two groups to debate two sides of one issue
Students identify appropriate college level readings as evidence to support arguments in class- wide debate
Generating Questions Activating Prior Knowledge Deepening Understanding Assessing Authority
Reinforcing reading skills learned in Module 1
Readings are provided with increasing difficulty related to thematic content
Annotation, Summarization, Pre- read/Read/Re-Read, Vocabulary in Context
Capstone Essay Workshop, student selected final thesis
Self-selected college level readings are used to construct final capstone research paper
Putting it all together Identifying appropriate college level resources to support student thesis
Students choose one of six readings to engage in an online discussion, demonstrating their understanding and interest in the selected material They share their insights and insights with peers, fostering a collaborative learning environment Additionally, students listen to their classmates' perspectives on what they found most intriguing in their respective readings, promoting diverse interpretations and deeper comprehension.
All students will participate in Discussion Posts and class discussions
Students have the option to earn extra credit by submitting a three-page essay on their chosen reading or to participate in a study by providing feedback on how their interests influence their reading experience This approach encourages student engagement through either academic work or active participation in research, enhancing their understanding of reading preferences and motivation.
This module is posed as extra credit to help students and teacher understand student interest in texts they select
Exact dates of modules were altered to accommodate student adjustment to a technology- based platform The final module was begun the day after Memorial Day (May 26) and progressed through June 3
This study was conducted during the final module of the semester, where students chose from six different readings, read their selected material, and shared their interests or disinterests with the class Data collection included surveys, recorded class discussions, group text chats, discussion post assignments on Blackboard, and other digital tools available through the Blackboard virtual classroom The comprehensive data gathered over six classes provided insights into student engagement and preferences related to the assigned readings.
This exploratory action research aims to acquire in-depth knowledge and capture participant perspectives on a specific phenomenon Although it is framed as action research, its primary goal is not to generalize findings to a broader population but to gain a better understanding of the subject The research focuses on collaborating with students to explore their insights and experiences related to the topic.
This study examined students' interest in reading academic texts, conducted at the end of the semester to minimize pressure, after most grades were finalized The assignments were offered as extra credit, giving students the choice to participate voluntarily, with non-participants provided an alternative extra credit option.