Table 6
Discussion:
The results in Table 6 show a significant moderate positive relationship (r = 0.698, p = 0.001)
between students’ motivation in reading literature and their knowledge of literary genres. This
suggests that students who are more motivated to read are more likely to understand and
recognize different literary genres. De Smedt et al. (2020) found that students with high
autonomous motivation performed better in reading tasks, demonstrating stronger
comprehension skills. Songnuan and Nomnian (2023) also reported that learners who saw
reading as personally valuable were more engaged and capable of deeper literary
understanding. Likewise, Rothes et al. (2022) emphasized that students with higher levels of
self-determined motivation showed greater learning engagement and academic success.
Namaziandost et al. (2024) added that reading instruction methods that support student
motivation significantly improve reading outcomes, such as critical thinking and comprehension
—skills directly related to understanding literary genres. These findings affirm that motivation
plays a crucial role in shaping students' abilities to engage with and analyze literary texts.
Theory
This relationship between motivation and literary genre knowledge is well-explained by Self-
Determination Theory (SDT) and Reader-Response Theory. According to SDT, when students
experience autonomy, competence, and relatedness, their intrinsic motivation increases,
leading to better academic outcomes (Deci & Ryan, 1985). Studies by De Smedt et al. (2020),
Songnuan and Nomnian (2023), and Rothes et al. (2022) all support this, showing that students
who are autonomously motivated—because they value or enjoy reading—are more engaged
and perform better. Furthermore, Reader-Response Theory emphasizes the reader’s active role
in interpreting texts, suggesting that meaningful engagement with literature comes from
personal experience and emotional connection. Kunjanman and Aziz (2021) emphasized that
when students are encouraged to respond personally to texts, their interpretation and
understanding deepen. This theory aligns with the findings in the study, as motivated students
are more likely to form personal connections with literary texts, helping them recognize and
understand various genres. Together, these theories provide a strong framework for interpreting
the positive link between motivation and literary knowledge.
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References:
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