Reading Interest Contingencies and Critical Reading Intention of Students in Public Elementary Schools

This study examined how reading interest contingencies influence critical reading intention among elementary students in Mati Central District, Philippines. Using a quantitative descriptive-correlational design, self-report data were gathered from upper elementary learners. Reading interest contingencies were assessed through attitude, interest, and subjective norms, while critical reading intention was assessed through behavioral belief, normative belief, control belief, perceived behavioral control, and intention. The adapted questionnaire underwent expert review, pilot testing, and reliability assessment, confirming its suitability for the study. Findings showed that learners demonstrated very high reading interest contingencies and very high critical reading intention. Correlation analysis revealed a strong positive association between the two variables. Regression results further indicated that attitude, interest, and subjective norms significantly predicted critical reading intention, with subjective norms showing the strongest contribution. Overall, the findings suggest that learners’ intention to read critically is strengthened by personal appreciation for reading, intrinsic interest, and supportive social expectations.