Intrinsic and extrinsic reading motivation as predictors of reading literacy: A longitudinal study

The purpose in this study was to examine the longitudinal relationships of intrinsic and extrinsic motivation with reading literacy development. In particular, the authors (a) investigated reading amount as mediator between motivation and reading literacy and (b) probed for bidirectional relationshi...

Full description

Saved in:
Bibliographic Details
Published in:Journal of educational psychology 2010-11, Vol.102 (4), p.773-785
Main Authors: Becker, Michael, McElvany, Nele, Kortenbruck, Marthe
Format: Article
Language:English
Subjects:
Alphabetisierung
Biological and medical sciences
Educational psychology
Elementary Education
Elementary School Students
Entwicklung
Extrinsic Motivation
Extrinsische Motivation
Female
Foreign Countries
Fundamental and applied biological sciences. Psychology
Germany (Berlin)
Grade 3
Grade 4
Grade 6
Grundschule
Human
Incentives
Intrinsic Motivation
Intrinsische Motivation
Lesefertigkeit
Lesen
Literacy
Longitudinal Studies
Male
Motivation
Predictor Variables
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Pupil and student. Academic achievement and failure
Reading
Reading Motivation
Reading Skills
Schüler
Statistical Analysis
Structural Equation Models
Studies
Citations: Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The purpose in this study was to examine the longitudinal relationships of intrinsic and extrinsic motivation with reading literacy development. In particular, the authors (a) investigated reading amount as mediator between motivation and reading literacy and (b) probed for bidirectional relationships between reading motivation and reading literacy, controlling for previous reading literacy. A total of 740 students participated in a longitudinal assessment starting in Grade 3, with further points of measurement in Grades 4 and 6. Structural equation models with latent variables showed that the relationship between intrinsic reading motivation and later reading literacy was mediated by reading amount but not when previous reading literacy was included in the model. A bidirectional relationship was found between extrinsic reading motivation and reading literacy: Grade 3 reading literacy negatively predicted extrinsic reading motivation in Grade 4, which in turn negatively predicted reading literacy in Grade 6. Implications for research and practice are discussed. (ZPID).
ISSN:0022-0663
1939-2176
DOI:10.1037/a0020084