TY - JOUR A1 - Schiefele, Ulrich A1 - Stutz, Franziska A1 - Schaffner, Ellen T1 - Longitudinal relations between reading motivation and reading comprehension in the early elementary grades JF - Learning and individual differences KW - Reading motivation KW - Reading comprehension KW - Elementary school students KW - Longitudinal study Y1 - 2016 U6 - https://doi.org/10.1016/j.lindif.2016.08.031 SN - 1041-6080 SN - 1873-3425 VL - 51 SP - 49 EP - 58 PB - Elsevier CY - Amsterdam ER - TY - JOUR A1 - Stutz, Franziska A1 - Schaffner, Ellen A1 - Schiefele, Ulrich T1 - Relations among reading motivation, reading amount, and reading comprehension in the early elementary grades JF - Learning and individual differences N2 - 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. KW - Reading motivation KW - Reading amount KW - Reading comprehension KW - Elementary students KW - Gender effects Y1 - 2016 U6 - https://doi.org/10.1016/j.lindif.2015.11.022 SN - 1041-6080 SN - 1873-3425 VL - 45 SP - 101 EP - 113 PB - Elsevier CY - Amsterdam ER - TY - JOUR A1 - Schaffner, Ellen A1 - Schiefele, Ulrich T1 - The prediction of reading comprehension by cognitive and motivational factors - does text accessibility during comprehension testing make a difference? JF - Learning and individual differences N2 - 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. KW - Reading comprehension KW - Reasoning ability KW - Prior knowledge KW - Metacognitive strategy knowledge KW - Current motivation KW - Test anxiety Y1 - 2013 U6 - https://doi.org/10.1016/j.lindif.2013.04.003 SN - 1041-6080 VL - 26 IS - 8 SP - 42 EP - 54 PB - Elsevier CY - Amsterdam ER -