CUBILLOS GUZMAN, MONTSERRAT MARIA
Preferred name
CUBILLOS GUZMAN, MONTSERRAT MARIA
Main Affiliation
Email
MONTSERRATCUBILLOS@UDD.CL
ORCID
0000-0002-1381-6303
Scopus Author ID
58289584000
9 results
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Item type:Publication, A Chip Off the Old Block: Do Reading-Motivated Parents Raise Reading-Motivated Children?<jats:title>ABSTRACT</jats:title><jats:p>The aim of this study was to investigate the relationship between parents' reading motivation and leisure reading frequency and their children's reading motivation. Secondary data analysis was used to examine a sample of almost 330,000 Chilean adolescents. The results of multilevel regression models revealed that parents' reading motivation and frequency were significantly and positively associated with adolescents' reading motivation, even after controlling for their classmates' and their own previous reading achievement. Furthermore, the negative and significant association found between students' reading motivation and their socioeconomic status was smaller in effect size than that of parents' reading motivation and frequency combined. The implications and limitations of these findings are also discussed.</jats:p>ScopusĀ© Citations 8 5 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Latent Profile Analysis of Socioemotional Wellbeing among Chilean Adolescents(Springer Science and Business Media LLC, 2026-05-29); ; 1 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Examining Adolescent Reading Engagement: Design and Validation of the TeacherāReported Reading Engagement Survey (<scp>TRRES</scp>)<jats:title>Abstract</jats:title><jats:p>This study aimed to design and validate the TeacherāReported Reading Engagement Survey (TRRES) to complement selfāreported measures and comprehensively assess reading engagement among adolescents. Drawing insights from literature and expert feedback, a new 10āitem Likert scale instrument was created, capturing three facets of reading engagement: behavioral, social, and cognitive (Lee et al., 2021). A sample of 534 lowāincome 8th and 9th graders from Santiago, Chile, was used to assess TRRES's reliability for educational settings. Face validity was confirmed through expert reviews and exit interviews. Internal validity was rigorously assessed with Item Response Theory (IRT). Specifically, a polytomous Rasch model confirmed a unidimensional construct. For reliability measures, Expected A Posteriori (EAP) and Cronbach's alpha were used, resulting in very high reliability (EAPā=ā0.83; alphaā=ā0.96). To increase TRRES' practical use among teachers, a 3āitem version (TRRESāA) was evaluated following criteria of being short and easy to use, yielding high reliability (EAPā=ā0.79; alphaā=ā0.87). Results highlight TRRESāA as a short, practical, and highly reliable screener for measuring reading engagement through adolescence. The initial 10āitem version, suitable for qualitative purposes, complements the shorter version's practicality. Limitations include the TRRES's constrained sensitivity in distinguishing students with low levels of engagement, emphasizing the need for fineāgrained analyses that yield this type of finding and inform stakeholders' decisions when choosing an instrument. Findings suggest valuable applications for educators, researchers, and policymakers seeking nuanced insights into reading engagement among adolescents.</jats:p>6 - Some of the metrics are blocked by yourconsent settings
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Item type:Publication, The Evolving Relationship Between Reading Motivation and Achievement: A Longitudinal Study<jats:p>This study examined the reciprocal relationship between reading engagement or motivation and reading achievement across primary and secondary grades in Chile. Using longitudinal SIMCE data from a cohort of 47,073 students assessed in Grade 4 (ages 9ā10), Grade 8 (ages 13ā14), and Grade 10 (ages 15ā16), the study employed structural equation modeling to explore how reading comprehension and motivation influenced one another over time. Results revealed strong temporal stability in both constructs, with reading achievement showing robust continuity across all time points. From Grade 4 to Grade 8, reading achievement more strongly predicted later motivation than the reverse. In contrast, from Grade 8 to Grade 10, motivation became a stronger predictor of reading achievement. These findings suggest a shift in the directionality of influence, with motivation playing an increasingly important role in sustaining reading performance during secondary school. The results provide evidence on what to prioritize at different stages: in primary school, securing strong reading skills is essential for later engagement, while in secondary school, fostering motivation becomes key to maintaining achievement. In this way, the study offers guidance for schools and policymakers on how to design stage-specific strategies that support both skill development and long-term engagement with reading.</jats:p>1 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Highāinterest books, choice, and independent reading: Piloting a reading program with male adolescents in Chile(2024); Rosario Rousseau<jats:title>Abstract</jats:title><jats:p>Reading is linked to numerous positive outcomes, including academic achievement, reduced stress, and enhanced life expectancy. However, a significant portion of Chilean adolescents engage in limited reading. Notably, male students tend to exhibit lower levels of reading motivation compared to their female counterparts, with declining reading selfāconcept over time. To address this challenge, this study explores the impact of a 9āmonthālong pilot reading program aimed at increasing students' reading motivation and volume in an allāboys rural school in southern Chile (<jats:italic>N</jats:italic>ā=ā120), guided by SelfāDetermination Theory and adapted from Atwell's reading workshop. The program included four pillars: access to highāinterest print books, 90āmin per week of ināclass independent choice, and peer interactions around reading. <jats:italic>t</jats:italic>āTests showed a significant increase in students' reading volume but not in their reading motivation. Nevertheless, multiple regression analyses revealed that, when controlling for students' preāprogram reading motivation, achievement, and volume, postāprogram reading motivation and time allocated for independent reading were significantly associated with the number of pages read during the program. Implications for practice and future research avenues are discussed.</jats:p>ScopusĀ© Citations 2 60