@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}
}
@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{Schiefele2013,
  author    = {Schiefele, Ulrich},
  title     = {Response to engeser (2012) on the nature of flow experience},
  series = {Psychological reports},
  volume    = {112},
  journal   = {Psychological reports},
  number    = {2},
  publisher = {Sage Publ.},
  address   = {Missoula},
  issn      = {0033-2941},
  doi       = {10.2466/04.PR0.112.2.529-532},
  pages     = {529 -- 532},
  year      = {2013},
  abstract  = {Engeser (2012) argued that the experience of flow is multifaceted and can only be measured validly by taking into account all relevant components. Although the possibility that flow includes several components cannot be excluded, there is weak evidence for Engeser's proposition. In support of a unidimensional interpretation of flow, theoretical, methodological, and empirical arguments are presented.},
  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}
}
@article{SchaffnerSchiefeleUlferts2013,
  author    = {Schaffner, Ellen and Schiefele, Ulrich and Ulferts, Hannah},
  title     = {Reading amount as a mediator of the effects of intrinsic and extrinsic reading motivation on reading comprehension},
  series = {Reading research quarterly},
  volume    = {48},
  journal   = {Reading research quarterly},
  number    = {4},
  publisher = {Wiley-Blackwell},
  address   = {Hoboken},
  issn      = {0034-0553},
  doi       = {10.1002/rrq.52},
  pages     = {369 -- 385},
  year      = {2013},
  abstract  = {This study examined the role of reading amount as a mediator of the effects of intrinsic and extrinsic reading motivation on higher order reading comprehension (comprised of paragraph- and passage-level comprehension) in a sample of 159 fifth-grade elementary students. A positive association between intrinsic reading motivation and reading amount was assumed, whereas a negative contribution to reading amount was expected for extrinsic reading motivation. As control variables, lower order reading comprehension (comprised of word- and sentence-level comprehension), gender, and social desirability were taken into account. Structural equation analyses indicated that reading amount fully mediated the positive effect of intrinsic reading motivation on higher order comprehension, whereas extrinsic reading motivation exerted both indirect and direct negative effects on comprehension. Additional analyses confirmed a suppression effect and showed significant negative contributions of extrinsic reading motivation to reading amount and reading comprehension only when intrinsic reading motivation was simultaneously included as a predictor.},
  language  = {en}
}