What motivates students to read at school? Student views on reading practices in middle and lower‐secondary school

Reading amount is decisive for individual students' academic success as well the general strength of democratic societies. Still, both leisure-time and school-related reading decreasing. To reverse this trend, more knowledge what drives school needed. Drawing on Self-Determination Theory (SDT), study based structured interviews with 259 students in Grades 6 9 from 14 different schools. Descriptive statistical analyses were made to map perceptions themselves readers their practices find out regulates motivation in-class reading. Although express a strong will become good readers, our data indicate that are mainly driven by controlled reading; autonomous was only expressed minority Grade 6. What would make read text instruction related factors such interesting texts time allocated Our results point great potential across curriculum, sessions need be regularly scheduled using carefully selected texts. In line SDT, findings highlight importance fulfilling competence, relatedness, autonomy order them develop self-determined behaviour, – which turn boost self-concept. Highlights already known about topic Students who practice tend competent therefore positive relationship (reading self-concept). Autonomous strongly predicts achievement, whereas negatively outcomes. The decreasing many parts western world, highlighting schools new ways engaging practices. paper adds want know they readers. contrast reading, far than motivation, especially reach secondary school. if provided texts, possibility choose, class Implications theory, policy or Autonomy-supporting amply curriculum ensure can reader competence. Schools have access variety choose according personal interest level difficulty. Educators design fulfil behaviour perception