Who uses textbooks? Do students actually read the text? A study in
Teaching Educational Psychology by Derryberry & Wininger looked at
the relationship between student motivation and textbook selection and
use.
The authors combine a group of measures to create a group of “internal
motivation” measures, including need for cognition (enjoying effortful
thinking), mastery goal orientation (focus on increasing competence),
and intrinsic motivation. Similarly, a separate group of measures was
combined to create a measure of “external motivation”: performance goal
orientation (focus on judgments of others) and external regulation.
Finally, they also had an “amotivation” scale measured level of
motivation. Most previous research on motivation suggests that those
with internal motivation are more likely to engage in deeper processing
of materal and have higher degrees of self-regulation.
Derryberry, W. P., & Wininger, S. R. (2008). Relationships among textbook usage and cognitive-motivational constructs Teaching Educational Psychology, 3 (2), 1-11(spotted on Researchblogging with links to the Connections Research Blog)