TY  - JOUR
A1  - Schiefele, Ulrich
A1  - Schaffner, Ellen
A1  - Möller, Jens
A1  - Wigfield, Allan
T1  - Dimensions of reading motivation and their relation to reading behavior and competence
JF  - Reading research quarterly
N2  - 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.
KW  - Comprehension
KW  - Motivation
KW  - engagement
KW  - To learners in which of the following categories does your work apply
KW  - Childhood
KW  - Early adolescence
KW  - Adolescence
Y1  - 2012
U6  - https://doi.org/10.1002/RRQ.030
SN  - 0034-0553
VL  - 47
IS  - 4
SP  - 427
EP  - 463
PB  - Wiley-Blackwell
CY  - Hoboken
ER  - 
TY  - JOUR
A1  - Schaffner, Ellen
A1  - Schiefele, Ulrich
A1  - Ulferts, Hannah
T1  - Reading amount as a mediator of the effects of intrinsic and extrinsic reading motivation on reading comprehension
JF  - Reading research quarterly
N2  - 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.
KW  - x Comprehension
KW  - x Motivation/engagement, x Extrinsic
KW  - x Intrinsic
KW  - To learners in which of the following categories does your work apply
KW  - x Early adolescence
Y1  - 2013
U6  - https://doi.org/10.1002/rrq.52
SN  - 0034-0553
VL  - 48
IS  - 4
SP  - 369
EP  - 385
PB  - Wiley-Blackwell
CY  - Hoboken
ER  -