Teacher and Student Perceptions of Boys' and Girls' Reading Motivation

The purpose of this study was to compare teacher and student perceptions of motivation for reading. Motivational constructs were theoretically derived from previous work on efficacy and task orientation. First-grade students and teachers were asked to complete parallel reading motivation questionnaires. Results suggest both first-grade teachers and students perceive distinctions among students' efficacy, reading orientation, and perceived difficulty for reading. Teachers' perceptions were more consistent and had higher associations with word identification outcomes than students' perceptions. (Contains 6 tables and 1 figure.)