@article{SchiefeleKollerSchaffner2018, author = {Schiefele, Ulrich and Koller, Olaf and Schaffner, Ellen}, title = {Intrinsische und extrinsische Motivation}, series = {Handw{\"o}rterbuch p{\"a}dagogische Psychologie}, journal = {Handw{\"o}rterbuch p{\"a}dagogische Psychologie}, edition = {5., {\"u}berarbeitete und erweiterte Auflage}, publisher = {Beltz}, address = {Weinheim}, isbn = {978-3-621-28297-0}, pages = {309 -- 319}, year = {2018}, language = {de} } @article{StutzSchaffnerSchiefele2017, author = {Stutz, Franziska and Schaffner, Ellen and Schiefele, Ulrich}, title = {Measurement invariance and validity of a brief questionnaire on reading motivation in elementary students}, series = {Journal of research in reading : a journal of the United Kingdom Reading Association}, volume = {40}, journal = {Journal of research in reading : a journal of the United Kingdom Reading Association}, publisher = {Wiley}, address = {Hoboken}, issn = {0141-0423}, doi = {10.1111/1467-9817.12085}, pages = {439 -- 461}, year = {2017}, abstract = {In order to initiate more research on the role of reading motivation during the initial stages of learning to comprehend texts, we developed the Reading Motivation Questionnaire for Elementary Students (RMQ-E). The sample comprised 1497 elementary students in Grades 1-3. By means of exploratory and confirmatory factor analyses, three factors were determined: Curiosity, involvement and competition. The three-factor structure of the RMQ-E was found to be invariant across grade levels (scalar invariance) and across female and male students (strict invariance). As was anticipated, students in higher grades and male students were lower in curiosity and involvement than students in lower grades and female students. Whereas competitive reading motivation did not differ across grade levels, it was higher for boys than for girls. Moreover, the contributions of involvement and competition to reading amount and reading competence were in accordance with the hypotheses. The predictive validity of curiosity, however, was not confirmed.}, language = {en} } @article{StutzSchaffnerSchiefele2016, author = {Stutz, Franziska and Schaffner, Ellen and Schiefele, Ulrich}, title = {Relations among reading motivation, reading amount, and reading comprehension in the early elementary grades}, series = {Learning and individual differences}, volume = {45}, journal = {Learning and individual differences}, publisher = {Elsevier}, address = {Amsterdam}, issn = {1041-6080}, doi = {10.1016/j.lindif.2015.11.022}, pages = {101 -- 113}, year = {2016}, abstract = {In this study, we examined the associations of intrinsic (i.e., involvement-oriented) and extrinsic (i.e., competition-oriented) reading motivation with reading amount and reading comprehension (at the word, sentence, and text level) in a sample of second- and third-grade elementary students (N = 1053). Cognitive ability and socioeconomic status were taken into account as control variables. Reading amount was assumed to mediate the relation between reading motivation and reading comprehension. Moreover, the potentially moderating role of gender was explored. Structural equation analyses revealed that involvement contributed significantly to reading comprehension, and this relationship was mediated through reading amount. Competition oriented reading motivation was directly and negatively related with reading comprehension. The predictive contributions of reading motivation were confirmed in an alternative model with text-level comprehension as the dependent variable and both word- and sentence-level comprehension as additional predictors. Finally, gender did not moderate the obtained relations. (C) 2015 Elsevier Inc. All rights reserved.}, language = {en} } @article{SchaffnerPhilippSchiefele2016, author = {Schaffner, Ellen and Philipp, Maik and Schiefele, Ulrich}, title = {Reciprocal effects between intrinsic reading motivation and reading competence? A cross-lagged panel model for academic track and nonacademic track students}, series = {Journal of research in reading : a journal of the United Kingdom Reading Association}, volume = {39}, journal = {Journal of research in reading : a journal of the United Kingdom Reading Association}, publisher = {Wiley-Blackwell}, address = {Hoboken}, issn = {0141-0423}, doi = {10.1111/1467-9817.12027}, pages = {19 -- 36}, year = {2016}, abstract = {Previous research has demonstrated positive relations between intrinsic reading motivation and reading competence. However, the causal direction of these relations and the moderating role of relevant background variables (e.g., students' achievement level) are not well understood. In the present study, a cross-lagged panel model was applied to academic track and nonacademic track fifth grade students (N = 396) to test whether intrinsic reading motivation and reading competence are reciprocally related depending on the students' achievement level (indicated by school track affiliation). According to expectations, the cross-lagged effect of intrinsic reading motivation on reading competence was only significant for academic track students. In the nonacademic track group, neither the effect of intrinsic reading motivation on reading competence nor the reverse effect proved to be significant. Thus, the nature of the relation between intrinsic reading motivation and reading competence seems to depend on students' school track affiliation.}, language = {en} } @article{SchiefeleSchaffner2016, author = {Schiefele, Ulrich and Schaffner, Ellen}, title = {Factorial and Construct Validity of aNew Instrument for the Assessment of Reading Motivation}, series = {Reading research quarterly}, volume = {51}, journal = {Reading research quarterly}, publisher = {Wiley-Blackwell}, address = {Hoboken}, issn = {0034-0553}, doi = {10.1002/rrq.134}, pages = {221 -- 237}, year = {2016}, abstract = {Reading motivation has been defined consistently as a multidimensional construct. However, there is some disagreement regarding the number and nature of the dimensions of reading motivation. In particular, there is a lack of studies investigating the dimensional structure and measurement invariance (e.g., across gender) of reading motivation questionnaires. Based on earlier instruments, qualitative findings referring to students' reasons for reading, and theoretical considerations, we developed the Reading Motivation Questionnaire (RMQ). A sample of 883 sixth-grade students was presented with 34 reading motivation items pertaining to seven dimensions. Five of these dimensions (i.e., curiosity, involvement, grades, competition, social recognition) referred to Wigfield and Guthrie's Motivations for Reading Questionnaire, whereas two dimensions (i.e., emotional regulation, relief from boredom) were based on recent qualitative findings. The results from confirmatory factor analyses supported the hypothesized factor structure. In addition, three higher order factors were identified: intrinsic, extrinsic, and regulatory reading motivation. Moreover, strict measurement invariance across female and male students and across groups with low versus high reading competence was established. Construct validity of the RMQ was supported by the contributions of the RMQ factors to reading amount, fluency, and comprehension and by the predicted gender differences in the dimensions of reading motivation.}, language = {en} } @article{SchiefeleStutzSchaffner2016, author = {Schiefele, Ulrich and Stutz, Franziska and Schaffner, Ellen}, title = {Longitudinal relations between reading motivation and reading comprehension in the early elementary grades}, series = {Learning and individual differences}, volume = {51}, journal = {Learning and individual differences}, publisher = {Elsevier}, address = {Amsterdam}, issn = {1041-6080}, doi = {10.1016/j.lindif.2016.08.031}, pages = {49 -- 58}, year = {2016}, language = {en} } @article{SchiefeleSchaffner2015, author = {Schiefele, Ulrich and Schaffner, Ellen}, title = {Teacher interests, mastery goals, and self-efficacy as predictors of instructional practices and student motivation}, series = {Contemporary educational psychology}, volume = {42}, journal = {Contemporary educational psychology}, publisher = {Elsevier}, address = {San Diego}, issn = {0361-476X}, doi = {10.1016/j.cedpsych.2015.06.005}, pages = {159 -- 171}, year = {2015}, abstract = {This study addressed the role of elementary school teachers' motivation as predictors of instructional practices and student motivation. The sample comprised 110 teacher-class pairs (1731 students). The results showed that teachers' didactic interest and self-efficacy predicted teacher reports of instructional practices. In contrast, student reports of instruction were significantly associated with teachers' educational interest and mastery goals. Moreover, student motivation was only related with student reports but not teacher reports of instructional practices. In particular, mastery-oriented practices contributed strongly to student motivation. Teacher educational interest predicted mastery-oriented practices and also showed a significant direct relation to student motivation. (C) 2015 Elsevier Inc. All rights reserved.}, language = {en} } @article{HenschelSchaffner2014, author = {Henschel, Sofie and Schaffner, Ellen}, title = {Differential relationships between components of reading motivation and comprehension of literary and expository texts}, series = {Psychologie in Erziehung und Unterricht : Zeitschrift f{\"u}r Forschung und Praxis}, volume = {61}, journal = {Psychologie in Erziehung und Unterricht : Zeitschrift f{\"u}r Forschung und Praxis}, number = {2}, publisher = {Reinhardt}, address = {M{\"u}nchen}, issn = {0342-183X}, doi = {10.2378/peu2014.art10d}, pages = {112 -- 126}, year = {2014}, abstract = {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.}, language = {de} } @misc{SchiefeleSchaffnerMoelleretal.2012, author = {Schiefele, Ulrich and Schaffner, Ellen and M{\"o}ller, Jens and Wigfield, Allan}, title = {Dimensions of reading motivation and their relation to reading behavior and competence}, series = {Reading research quarterly}, volume = {47}, journal = {Reading research quarterly}, number = {4}, publisher = {Wiley-Blackwell}, address = {Hoboken}, issn = {0034-0553}, doi = {10.1002/RRQ.030}, pages = {427 -- 463}, year = {2012}, abstract = {This review of research examines the constructs of reading motivation and synthesizes research findings of the past 20 years on the relationship between reading motivation and reading behavior (amount, strategies, and preferences), and the relationship between reading motivation and reading competence (reading skills and comprehension). In addition, evidence relating to the causal role of motivational factors and to the role of reading behavior as a mediator of the effects of motivation on reading competence is examined. We identify seven genuine dimensions of reading motivation: curiosity, involvement, competition, recognition, grades, compliance, and work avoidance. Evidence for these dimensions comes from both quantitative and qualitative research. Moreover, evidence from previous studies confirms the positive contribution of intrinsic reading motivation, and the relatively small or negative contribution of extrinsic reading motivation, to reading behavior and reading competence. The positive contribution of intrinsic motivation is particularly evident in relation to amount of reading for enjoyment and reading competence and holds even when accounting for relevant control variables. However, the causal role of reading motivation and the mediating role of reading behavior remain largely unresolved issues.}, language = {en} } @article{SchaffnerSchiefeleSchmidt2013, author = {Schaffner, Ellen and Schiefele, Ulrich and Schmidt, Meike}, title = {The importance of family background for reading motivation and reading frequency of high school students}, series = {Zeitschrift f{\"u}r Entwicklungspsychologie und p{\"a}dagogische Psychologie}, volume = {45}, journal = {Zeitschrift f{\"u}r Entwicklungspsychologie und p{\"a}dagogische Psychologie}, number = {3}, publisher = {Hogrefe}, address = {G{\"o}ttingen}, issn = {0049-8637}, doi = {10.1026/0049-8637/a000085}, pages = {131 -- 141}, year = {2013}, abstract = {This article examines the relationships between family background and reading motivation (RM) as well as reading frequency in a sample of 156 high school students. To test the effects of family background (migration status, books at home, parents' appreciation of reading, parents' motivating practices), hierarchical regression analyses were applied. In these analyses, students' perceptions of reading incentives provided by the school and peer group were taken into account as control variables. Parents' learning-oriented appreciation of reading and motivating practices emerged as important predictors of intrinsic and extrinsic RM. Reading frequency was predicted by the number of books at home and parents' motivating practices. The effects of family background on extrinsic RM and reading frequency remained stable, even after controlling for reading incentives provided by the school and peer group.}, language = {de} }