European Journal of Educational Research Volume 6, Issue 4, 419 - 431. ISSN: 2165-8714 http://www.eu-jer.com/ Measuring Literary Reading Motivation: Questionnaires Design and Pilot Testing Michail Chrysos * Skills Training Centre “PROCHORO”, GREECE Received: August 18, 2017 ▪ Revised: October 8, 2017 ▪ Accepted: October 10, 2017 Abstract: This study aims to present the design and pilot testing procedures of the two specific self-report questionnaires were used to measure the two key aspects of reading motivation, self-efficacy and intrinsic motivation in the field of literary (narrative) reading, and the partial factors that jointly shape them. These instruments were outlined in advance, tested on a small scale and finally administered in a pre-post (quasi)experimental-control group research study, in order to investigate the effect of an intervention reading program to 6 graders. The measurement tools have good validity and reliability evidence, but further construct validity analysis should be done. Keywords: Literary reading, self-efficacy, intrinsic motivation, measurement, 6 graders. To cite this article: Chrysos, M. (2017). Measuring literary reading motivation: questionnaires design and pilot testing. European Journal of Educational Research, 6(4), 419-431. doi: 10.12973/eu-jer.6.4.419 Introduction Student engagement in learning is an important and fully documented predictor of school performance in general, but also in specific domains, including reading (Guthrie & Wigfield, 2000). According to Baker and Wigfield (1999), reading engagement involves and presupposes reading motivation, the text meaning making through the effective use of (meta) cognitive strategies and the interaction of students in reader communities. The reading engagement, therefore, refers to those readers who can coordinate reading strategies, text comprehension, and prior knowledge (cognitive dimension) in a reader community (social dimension) to fulfill personal goals, desires and intentions (motivational dimension) (Guthrie & Wigfield, 2000). Self-efficacy is one of the most important aspects of developing reading motivation. In particular, reading self-efficacy refers to the personal cognitive judgments and beliefs of each reader about her capabilities to cope with specific reading activities (Walker, 2003; Schunk & Pajares, 2002). These beliefs relate to more content and situational specific judgments of the reader about her potential (e.g. “in the literature test, I believe I will write excellent’’). Moreover, they prompt her to realize her overall literary competence, thus influencing her further motivational behavior in relevant fields (Alexander, 2005). Even though learners believe they can accomplish a task, they will not probably spend time and effort, because they do not perceive the reason or the energy (passion) for completing this activity (Pintrich & Schunk, 2002). This behavior energy depends on the degree of the learner needs satisfaction. Three innate psychological needs determine the level of intrinsic motivation (Deci & Ryan, 1985), while their satisfaction can lead the individual to higher levels of personal development (Deci & Ryan, 2000). Intrinsic motivation refers to the innate tendency of a learner to exercise and expand her potential, to explore and search for innovations and challenges (Ryan & Deci, 2000). This innate tendency emerges only when her learning engagement becomes an end in itself and simultaneously ensures the satisfaction of “competence, autonomy and relatedness with important others' (Niemiec & Ryan, 2009: 135). In the field of reading, intrinsic motivation expands on the reader's disposition to read purely for fun, interest and enthusiasm for the reading act (Guthrie & Wigfield, 2000), while co-formulating a strong sense of reading self-efficacy (Wigfield, Eccles, & Pintrich, 1996). Furthermore, the intrinsic motivation for (literary) reading involves both the reader’s in vivo participation (pleasure, interest, enthusiasm) and her inherent intention and desire to participate in * Correspondence: Michail Chrysos , Skills Training Centre “PROCHORO”, GREECE Email: chrysosm@gmail.com