Abstract

• This study investigated learning environment that fosters Grade 8 students’ reading motivation. Descriptive research design and survey method were used. This study based on Guthrie and Wigfield's (2000) engagement model. To examine learning environment for reading, researcher made Learning Environment for Reading Questionnaires based on Motivations for Reading Questionnaire of Wigfield and Guthrie (1997) was used in this study. In addition, the Reading Motivation Questionnaires (RMQ) modified from the Motivations for Reading Questionnaire of Wigfield and Guthrie (1997) were applied to measure students’ reading motivation in this study. Findings from questionnaire surveys revealed that physical learning environment was the best for reading. According to the descriptive statistics, this result showed that the students were high curious in reading among ten scales of reading motivations. Again, t-test showed that students’ reading motivations were significantly gender difference. This study was found that there was a significant relationship between learning environment for reading and students’ reading motivation (r = .483, p < .01).The ANOVA results stated that there were significantly differences in learning environments that foster students’ reading motivation among four types of schools. Tukey HSD results also indicated that learning environments of high schools were significantly different from those of middle schools and monastic schools. The results from this study showed that learning environment is the salient factor that influences students’ reading motivation. Therefore, according to the results of the present study, it can be to create learning environment that fosters students’ reading motivation in this study.