Reading motivation, perceptions of reading instruction and reading amount: a comparison of junior and senior secondary students in Hong Kong

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Adolescents’ motivation for reading: group differences and relation to standardized achievement (2014, methodology): “Others have produced evidence regarding the ability of particular motivational constructs to predict students’ reading-related achievement using similar methods (Bozak, 2011; Lau, 2009b; Mucherah & Yoder, 2008).”
Relations among reading motivation, reading amount, and reading comprehension in the early elementary grades (2016, background): “…shown positive relations between intrinsic reading motivation and reading amount, even when controlling for prior reading achievement, gender, parent's education, and reading efficacy (e.g., Becker et al., 2010; Durik, Vida, & Eccles, 2006; Guthrie et al., 1999; Lau, 2009; Wang & Guthrie, 2004).”
What we know about expectancy-value theory, and how it helps to design a sustained motivating learning environment (2019, background): “For example, Tse, Marton, Loh & Chik (2010) identified declining intrinsic motivation in Chinese reading among students upon starting secondary school, and senior secondary school students were found with lower perceived Chinese reading abilities than their junior counterparts (Lau, 2009a; 2009b).”