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The importance of family background for reading motivation and reading frequency of high school students

  • 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.

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Metadaten
Author:Ellen Schaffner, Ulrich Schiefele, Meike Schmidt
DOI:https://doi.org/10.1026/0049-8637/a000085
ISSN:0049-8637 (print)
Parent Title (German):Zeitschrift für Entwicklungspsychologie und pädagogische Psychologie
Publisher:Hogrefe
Place of publication:Göttingen
Document Type:Article
Language:German
Year of first Publication:2013
Year of Completion:2013
Release Date:2017/03/26
Tag:family background; reading frequency; reading motivation
Volume:45
Issue:3
Pagenumber:11
First Page:131
Last Page:141
Organizational units:Humanwissenschaftliche Fakultät / Institut für Psychologie
Peer Review:Referiert