@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{SchiefeleLoeweke2018,
  author    = {Schiefele, Ulrich and Loeweke, Sebastian},
  title     = {The Nature, Development, and Effects of Elementary Students' Reading Motivation Profiles},
  series = {Reading research quarterly},
  volume    = {53},
  journal   = {Reading research quarterly},
  number    = {4},
  publisher = {Wiley},
  address   = {Hoboken},
  issn      = {0034-0553},
  doi       = {10.1002/rrq.201},
  pages     = {405 -- 421},
  year      = {2018},
  abstract  = {The present study employed a longitudinal person-centered approach to examine the profiles of reading motivation in a sample of 405 elementary school students who were tested in grades 3 and 4. Two dimensions of intrinsic reading motivation (involvement and curiosity) and two dimensions of extrinsic reading motivation (recognition and competition) were considered. Latent profile analyses revealed the same set of four profiles across third and fourth grades: high intrinsic (i.e., high on involvement and curiosity, low on recognition and competition), high involvement (i.e., high on involvement, low on the remaining dimensions), high quantity (high on all dimensions), and moderate quantity (low to moderate on all dimensions). Further results showed that 35\% of the students changed their profile membership from third to fourth grade. We particularly observed an increased probability of students in the high-quantity, moderate-quantity, and high-involvement profiles to move to the high-intrinsic profile. Finally, the moderate-quantity profile proved to be significantly lower in reading amount than the other groups that did not differ significantly. Pertaining to reading comprehension, however, the two intrinsic profiles outperformed both the high- and moderate-quantity groups. The latter finding emphasizes the particular importance of intrinsic reading motivation.},
  language  = {en}
}