The Influence of Autonomy, Competence and Relatedness in Reading on Senior High School Students’ Motivation to Read

Abstract

Background: This study examined the influence of autonomy, competence, and relatedness in reading on the motivation to read among Senior High School students. Using a non-experimental quantitative correlational design, the study involved 243 Grade 11 and 12 students from two private campuses in the Davao Region. A structured questionnaire composed of four sections: autonomy, competence, relatedness, and motivation to read, was utilized. Results revealed that students showed high levels of competence and relatedness, moderate autonomy, and high motivation to read. Multiple linear regression indicated that competence, autonomy, and relatedness significantly predicted motivation, with competence being the strongest predictor. The study emphasizes the importance of supporting students’ psychological needs in reading to foster motivation and engagement in literacy. Aims: This study aimed to examine the influence of autonomy, competence, and relatedness in reading on the motivation to read among Senior High School students. Guided by Self-Determination Theory, the research sought to determine how these psychological needs predict reading motivation in the context of English language education. Study Design: A quantitative correlational research design was employed. Place and Duration of Study: The study was conducted at two private campuses in Davao Region, particularly Davao City and Tagum City, Philippines, from November to December in the academic year 2024-2025. Methodology: A total of 243 Grade 11 and 12 students aged 16 to 18 were selected through simple random sampling. Data were gathered using a structured and validated questionnaire consisting of 88 items: 41 items measured the independent variables—autonomy, competence, and relatedness in reading—while 47 items assessed the dependent variable, which was motivation to read. The instrument's internal consistency was verified, yielding Cronbach’s alpha values ranging from 0.712 to 0.872, indicating acceptable reliability. Multiple Linear Regression Analysis was applied to analyze the relationship between the variables. Results: Out of 243 respondents, a 100% response rate was achieved using an 88-item questionnaire. Multiple linear regression revealed that autonomy, competence, and relatedness in reading significantly predicted motivation to read, F(3, 239) = 72.2, p < .001, R² = 0.475. Competence (β = 0.344, p < .001) was the strongest predictor, followed by autonomy (β = 0.332, p < .001) and relatedness (β = 0.197, p < .001). Descriptive results showed a high level of competence (M = 3.69, SD = 3.88), relatedness (M = 3.86, SD = 0.528), and motivation to read (M = 3.60, SD = 0.431), while autonomy in reading was at a moderate level (M = 3.11, SD = 0.370). These results suggest that students who feel more competent, autonomous, and connected in their reading are more motivated to read. Conclusion: Autonomy, competence, and relatedness in reading are significant predictors of students’ motivation to read. Promoting these factors may enhance reading engagement among Senior High School students. Further studies are recommended to validate these predictors across different student populations and educational contexts.