Reciprocal Effects between Reading Achievement and Intrinsic and Extrinsic Reading Motivation

Research on reading achievement and reading motivation has rarely addressed the question if and how they affect each other over time. In our study, we investigate the reciprocal effects between reading achievement and both intrinsic and extrinsic reading motivation during elementary school. We measu...

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Vydané v:Scientific studies of reading Ročník 23; číslo 5; s. 419 - 436
Hlavní autori: Hebbecker, Karin, Förster, Natalie, Souvignier, Elmar
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Philadelphia Routledge 03.09.2019
Routledge, Taylor & Francis Group
Predmet:
Academic achievement
Achievement
Correlation
Elementary education
Elementary School Students
Elementary schools
Extrinsic motivation
Foreign Countries
Grade 3
Grade 4
Incentives
Intrinsic motivation
Measurement
Motivation
Questionnaires
Reading
Reading Achievement
Reading Improvement
Reading Instruction
Reading Motivation
Reading Research
Self Motivation
Teaching
Teaching Methods
Germany
ISSN:1088-8438, 1532-799X
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Shrnutí:Research on reading achievement and reading motivation has rarely addressed the question if and how they affect each other over time. In our study, we investigate the reciprocal effects between reading achievement and both intrinsic and extrinsic reading motivation during elementary school. We measured reading achievement and intrinsic and extrinsic reading motivation in 966 students at 3 points of measurement during 3rd and 4th grade. Consistent with previous research, cross-lagged panel analyses revealed positive reciprocal effects between reading achievement and intrinsic reading motivation. Effects of reading achievement on intrinsic reading motivation were found during Grades 3 and 4, whereas effects of intrinsic motivation were limited to Grade 3. No reciprocal effects between reading achievement and extrinsic reading motivation were found. We discuss the implications of our results for daily teaching practices and effective reading instruction.
Bibliografia:ObjectType-Article-1
SourceType-Scholarly Journals-1
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content type line 14
ISSN:1088-8438
1532-799X
DOI:10.1080/10888438.2019.1598413