ment, instructional practices and special programs, gender, test intelligence, socioeconomic status and interests" (cited in Garrett, 2002, p. 21). Since all these areas determine the outcome of the students' attitudes towards reading, Garrett (2002) argued that teachers need to be able to create a constructive environment in their reading instruction, which acknowledges the aforementioned factors.
Based on their study, Pintrich and DeGroot (1990) pinpointed three facets of intrinsic motivation, which are related to the act of reading: a) the readers' beliefs; b) the readers' reasons for participating in the act of reading; and c) their emotional reactions to reading. Students' beliefs are typically derived from some of the aforementioned factors identified by Alexander and Filler (1976). When the students possess positive beliefs about their ability to learn and overcome their difficulties, they will be more likely to succeed in learning how to read. On the other hand, when the students hold negative beliefs about their ability to learn, they will have resistant attitudes towards reading.
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