The relationship between students’ reading motivation and reading comprehension

Reading motivation has been viewed as a multifaceted construct with multiple constituents. Our investigation of motivational multiplicity expanded on previous literature by including motivation constructs (interest, perceived control, collaboration, involvement, and efficacy), text genres, specific versus general contexts, and the self-versus other evidence sources about motivation. We expected that this multiplicity would influence the identification of reading comprehension growth predictors. Reading motivation is one of the most important factors, receives the special focus in foreign language teaching. This paper is going to investigate the relationship between reading motivation and reading comprehension. This lack of good reading motivation skill is exacerbated by the central role of reading motivation in higher education success and also students usually have problem in reading comprehension in this trend sice their motivation. Motivation is vital in reading activities, the findings indicated that reading motivation had a significantly positive effect on the English reading comprehension.