Investigating the Association Between School-Age Children’s Participation in Reading Occupations and Their Reading Literacy Self-Efficacy and Intrinsic Motivation

Aim Reading is a meaningful everyday occupation for children. This study explores the association between children’s participation in reading occupations and their reading self-efficacy and intrinsic motivation.Methods Thirty-one children (mean age: 10.13; SD: 1.09; 61.3% girls) were recruited. They completed four instruments: Inventory of Reading Occupations-Pediatric (IRO-Pedi), Reading Preferences and Habits of Primary School Students Questionnaire (RPHPSSQ), Self-Efficacy Questionnaire in Literacy Reading (SEQLR), and Intrinsic Motivation Questionnaire in Literacy Reading (IMQLR). Spearman’s rho correlations were completed.Results The RPHPSSQ students’ preferences and reading habits subscale was positively associated with the IRO-Pedi reading mastery (rs = .47, p = .008) and reading frequency subscales (rs = .59, p = .001). The IRO-Pedi reading social support frequency subscale showed significant positive correlation with the RPHPSSQ value given to reading (rs = .48, p = .006) and the SEQLR progress subscales (rs = .54, p = .002). The IRO-Pedi reading repertoire subscale was positively correlated with the IMQLR perceived autonomy subscale (rs = .47, p = .008).Conclusion Children’s reading occupational participation correlates with their reading self-efficacy and intrinsic motivation. Occupational therapists should collaborate with schools and families to understand children’s reading self-efficacy and intrinsic motivation when supporting children’s reading engagement.