Reading motivation and text-based learning in secondary education: Studying interrelationships, the relation with teacher behaviour, and the promotive effects of need-supportive teaching.

This research proposal is embedded in the cognitive and motivational component of self-regulated learning and the intersection of both. We study the interrelation between secondary school students’ reading motivation and text-based learning and the impact of teacher professional development on (a) teachers' behaviour, (b) students’ reading motivation, and (c) text-based learning. Moderation effects of learner characteristics will be examined.