Motivación de logro y comprensión lectora en estudiantes de secundaria de instituciones educativas, Huamarca, 2022

• Abstract
• Abstract

Since motivation plays an essential role in the learning process, and reading comprehension constitutes a fundamental skill in the educational development of students, this research focused on the fundamental purpose of establishing a relationship between achievement motivation and reading comprehension in third grade high school students in the district of Huarmaca. A descriptive cross-sectional study and correlational analysis was conducted, collecting data from 32 students by administering a questionnaire that assessed both variables. The results showed that both achievement motivation and reading comprehension, including their dimensions, reached considerable levels; in particular, achievement motivation obtained a high level, and reading comprehension was placed in a good level category. Furthermore, the existence of a significant relationship between achievement motivation and reading comprehension was validated, supported by a Pearson correlation coefficient of 0.429* with a p-value of 0.014. Therefore, it was concluded that achievement motivation has a positive association with reading comprehension in third grade high school students in Huarmaca.

Since motivation plays an essential role in the learning process, and reading comprehension constitutes a fundamental skill in the educational development of students, this research focused on the fundamental purpose of establishing a relationship between achievement motivation and reading comprehension in third grade high school students in the district of Huarmaca. A descriptive cross-sectional study and correlational analysis was conducted, collecting data from 32 students by administering a questionnaire that assessed both variables. The results showed that both achievement motivation and reading comprehension, including their dimensions, reached considerable levels; in particular, achievement motivation obtained a high level, and reading comprehension was placed in a good level category. Furthermore, the existence of a significant relationship between achievement motivation and reading comprehension was validated, supported by a Pearson correlation coefficient of 0.429* with a p-value of 0.014. Therefore, it was concluded that achievement motivation has a positive association with reading comprehension in third grade high school students in Huarmaca.