TY - JOUR A1 - Warner, Greta J. A1 - Fay, Doris A1 - Schiefele, Ulrich A1 - Stutz, Franziska A1 - Wollny, Anna T1 - Being proactive when reading: Academic personal initiative as a predictor of word comprehension development JF - Learning and individual differences N2 - Academic personal initiative (API) has rarely been studied with regard to literacy development. The purpose of this longitudinal study was therefore to examine the unique effects of API on the development of word comprehension as an indicator of word reading. To this end, the effects of previous word comprehension, intrinsic reading motivation, and basic cognitive ability (i.e., processing speed) were controlled for. A total of 1,515 German students participated in a longitudinal assessment starting in Grades 1 to 3, with a second point of measurement nine months later. Latent change score analyses revealed positive associations between API and gains in word comprehension, both in the total sample and at all grade levels. These relations were robust against the effects of previous word comprehension and intrinsic reading motivation. The findings suggest that children play an active role in their own reading development. (C) 2017 Elsevier Inc. All rights reserved. KW - Personal initiative KW - Reading motivation KW - Processing speed KW - Word reading KW - Reading development Y1 - 2017 U6 - https://doi.org/10.1016/j.lindif.2017.03.012 SN - 1041-6080 SN - 1873-3425 VL - 55 SP - 130 EP - 140 PB - Elsevier CY - Amsterdam ER - 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 - Measurement invariance and validity of a brief questionnaire on reading motivation in elementary students JF - Journal of research in reading : a journal of the United Kingdom Reading Association N2 - In order to initiate more research on the role of reading motivation during the initial stages of learning to comprehend texts, we developed the Reading Motivation Questionnaire for Elementary Students (RMQ-E). The sample comprised 1497 elementary students in Grades 1-3. By means of exploratory and confirmatory factor analyses, three factors were determined: Curiosity, involvement and competition. The three-factor structure of the RMQ-E was found to be invariant across grade levels (scalar invariance) and across female and male students (strict invariance). As was anticipated, students in higher grades and male students were lower in curiosity and involvement than students in lower grades and female students. Whereas competitive reading motivation did not differ across grade levels, it was higher for boys than for girls. Moreover, the contributions of involvement and competition to reading amount and reading competence were in accordance with the hypotheses. The predictive validity of curiosity, however, was not confirmed. KW - reading motivation KW - assessment KW - reading comprehension KW - reading amount KW - measurement invariance Y1 - 2017 U6 - https://doi.org/10.1111/1467-9817.12085 SN - 0141-0423 SN - 1467-9817 VL - 40 SP - 439 EP - 461 PB - Wiley CY - Hoboken ER - TY - THES A1 - Stutz, Franziska T1 - Reading motivation, reading amount, and reading comprehension in the early elementary years Y1 - 2014 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 -