@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{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{SchaffnerSchiefele2013,
  author    = {Schaffner, Ellen and Schiefele, Ulrich},
  title     = {The prediction of reading comprehension by cognitive and motivational factors - does text accessibility during comprehension testing make a difference?},
  series = {Learning and individual differences},
  volume    = {26},
  journal   = {Learning and individual differences},
  number    = {8},
  publisher = {Elsevier},
  address   = {Amsterdam},
  issn      = {1041-6080},
  doi       = {10.1016/j.lindif.2013.04.003},
  pages     = {42 -- 54},
  year      = {2013},
  abstract  = {This study examined the unique contributions of various predictors to reading comprehension measured either without or with access to the text during testing. Reasoning ability, prior knowledge, and decoding skills were assumed to have stronger contributions to comprehension without text access than with text access, whereas current motivation should be more strongly associated with comprehension measured with access to the text. Metacognitive strategy knowledge and test anxiety were expected to be equally associated with comprehension in the two test conditions. Participants were 424 eighth- and ninth-grade students. They were presented with several instruments measuring cognitive and motivational predictors and read a text on a mathematical topic; then half of them took a test on comprehension either without or with text access. Based on multiple-group structural equation modeling, results indicated that reasoning ability, decoding ability, and metacognitive strategy knowledge significantly predicted comprehension only in the without-text condition, whereas achievement motivation and test anxiety significantly predicted comprehension only in the with-text condition. The unique contributions of intrinsic motivation to comprehension were significant, but did unexpectedly not differ between the without-text and the with-text condition.},
  language  = {en}
}