Engagement and Motivational Processes in Reading

In reading research and educational psychology, engagement and motivation are increasingly prominent issues. This chapter aims to chart the relations among achievement, engagement, motivation, and cognitive processes in reading with relevance to classroom contexts and attention to individual differences. Because these constructs all are deeply researched, they can be characterized and connected in various ways. Drawing on well-established research findings, we seek to represent the linkages that hold particular promise for reading educators. In doing so, we use a mid level of complexity. We steer a middle course between the highest refinement of constructs that is needed for research and the distillation of the constructs to simpler versions of multi-faceted factors which are more accessible for policy and education leaders.