Mapping the association between reading engagement features in reading comprehension: A network analysis method

Abstract Reading engagement is a multidimensional construct encompassing motivational, behavioural, and cognitive dimensions, each characterized by distinct features. Although prior research has identified associations among some of these features, few studies have examined them simultaneously or explored their interactions and joint relationships with reading comprehension. This gap limits our understanding of how multiple engagement-related variables may operate together to support reading. Thus, using psychometric network analysis to represent the intricate psychological constructs withinteractions among the variables, this study analysed student questionnaire and reading test data from Hong Kong participants in the Progress in International Reading Literacy Study 2021. The sample included 3830 fourth grade students with 49% boys and 51% girls. The findings indicate that intrinsic motivation emerged as a central bridging component within the engagement network, connecting cognitive and behavioural engagement and organizing their relations with reading achievement. Self-efficacy was most strongly connected to reading achievement, with which negative need for cognition and boredom show negative associations. Extrinsic motivation formed a distinct cluster, negatively linked to reading achievement and weakly connected to other engagement dimensions. The findings underscore the associations between reading engagement features and reading achievement, suggesting that educators should consider the interconnected and mutually reinforcing relationships among reading engagement features.