@article{SchiefeleSchaffner2013,
  author    = {Schiefele, Ulrich and Schaffner, Ellen},
  title     = {Reading motivation of Sixth-Grade Elementary School Students - results from an interview study},
  series = {Psychologie in Erziehung und Unterricht : Zeitschrift f{\"u}r Forschung und Praxis},
  volume    = {60},
  journal   = {Psychologie in Erziehung und Unterricht : Zeitschrift f{\"u}r Forschung und Praxis},
  number    = {3},
  publisher = {Reinhardt},
  address   = {M{\"u}nchen},
  issn      = {0342-183X},
  doi       = {10.2378/peu2013.art17d},
  pages     = {214 -- 233},
  year      = {2013},
  abstract  = {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.},
  language  = {de}
}
@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}
}