Reading as a protective factor associated with mental wellbeing. Studies have found that reading for enjoyment can be an important activity that cultivates resilience, self-confidence, self-awareness, healthy relationships, self-care, personal growth, and reduce stress, anxiety, and depression. Reading among school-aged adolescents can be a useful intervention that promotes wellbeing and helps set a positive and successful life trajectory.
This questionnaire will help educators and parents better understand their student’s motivation to read and recognize how their ability to reading may be a risk or protective factor associated with mental wellbeing. The READ instrument will explore four key motivation domains: (1) self-efficacy – adolescent’s beliefs in their ability to master and achieve in a reading task; (2) identity – adolescent’s ability to identify and interact with characters in a story and connect through shared experiences; (3) empathy – adolescent’s ability to demonstrate compassion for and connect emotionally with characters in a story; and (4) utility value – adolescent’s perceived usefulness of a reading task and relevance to personal goals.
READ Profile Questionnaire View Tool
All four subscales showed good internal reliability. The Cronbach’s alpha for the four subscales were: Self-Efficacy α = .82; Identity α = .83; Empathy α = .88; and Utility Value α = .84.
READ Reliability and Validity View Analysis