Institut für Psychologie
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Academic personal initiative (API) has rarely been studied with regard to literacy development. The purpose of this longitudinal study was therefore to examine the unique effects of API on the development of word comprehension as an indicator of word reading. To this end, the effects of previous word comprehension, intrinsic reading motivation, and basic cognitive ability (i.e., processing speed) were controlled for. A total of 1,515 German students participated in a longitudinal assessment starting in Grades 1 to 3, with a second point of measurement nine months later. Latent change score analyses revealed positive associations between API and gains in word comprehension, both in the total sample and at all grade levels. These relations were robust against the effects of previous word comprehension and intrinsic reading motivation. The findings suggest that children play an active role in their own reading development. (C) 2017 Elsevier Inc. All rights reserved.
Studies on habitual reading motivation (RM) indicate positive relations between intrinsic RM and text comprehension. Extrinsic RM in contrast is not or negatively correlated with text comprehension. However, it is unknown on which sub-dimensions - in particular of intrinsic RM these relationships are based and whether they apply to the understanding of literary and expository texts equally. Therefore, we examined in a sample of 1500 9th graders whether there are differential relationships between single subdimensions of intrinsic RM (object- vs. experience-related) and extrinsic RM (competition- vs. achievement-related) and comprehension of literary and expository texts. Results indicate that both dimensions of extrinsic RM are negatively (competition-related RM) or not significantly (achievement-related RM) associated with comprehension of literary and expository texts. While object-related RM has equally strong positive effects on both types of text comprehension, experience-related RM is exclusively associated with literary, but not with expository text comprehension.
Reading motivation of Sixth-Grade Elementary School Students - results from an interview study
(2013)
Based on research by Wigfield and Guthrie (1997), Moller and Bonerad (2007) as well as Schaffner and Schiefele (2007) have developed questionnaires to assess students' reading motivation. The goal of the present study was to examine whether these instruments coincide with students' subjective views of their own reading motivation. In order to clarify this question, we conducted interviews with 26 elementary school students and applied content analysis to examine the interview protocols. Although the results support some of the theoretically postulated components, they suggest that questionnaire measures have neglected some important aspects of reading motivation (e. g., reading to regulate one's feelings, reading to relax). Finally, consequences for the revision of reading motivation questionnaires were discussed.