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In the comprehensive article, we elucidate the role of reading motivation in students' reading achievements. As reading motivation is a construct with numerous dimensions organized in a specific manner within an individual, it is sensible to employ a person-centred approach in research, yielding various motivational profiles of readers. These profiles represent group descriptions based on similar expressions of individual motivational dimensions and analogous connections among these dimensions. Familiarity with these reading profiles, or understanding what motivates children and adolescents to read, empowers educational professionals to adapt approaches and activities to satisfy the needs of specific reader groups, thereby encouraging them to engage in reading. This is particularly crucial during the late childhood or early adolescence period when there is a significant decline in motivation for reading. In the article, we systematically present six recent studies on motivational profiles in children and adolescents, analyse them according to various criteria, and identify certain similarities (all have a strong theoretical foundation, most delineate four motivational reader profiles logically linked to reading achievements, and utilize convenience samples) as well as differences (general vs. specific motivational dimensions, size of sample, cultural context).
Pečjak et al. (Thu,) studied this question.