@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{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{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}
}
@misc{SchaffnerSchiefele2016,
  author    = {Schaffner, Ellen and Schiefele, Ulrich},
  title     = {The Contributions of Intrinsic and Extrinsic Reading Motivation to the Development of Reading Competence over Summer Vacation},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-93434},
  pages     = {917 -- 941},
  year      = {2016},
  abstract  = {This study addressed the role of reading motivation as a potential determinant of losses or gains in reading competence over six weeks of summer vacation (SV). Based on a sample of 223 third-grade elementary students, structural equation analyses showed that intrinsic reading motivation before SV contributed positively to both word and sentence comprehension after SV when controlling for comprehension performance before SV. These effects were mediated by reading amount. Extrinsic reading motivation did not show significant associations with end-of-summer comprehension scores. Taken together, the findings suggest that intrinsic reading motivation facilitates students' development of reading comprehension over SV.},
  language  = {en}
}