How motivational constructs interact to predict elementary students' reading performance: Examples from attitudes and self-concept in reading

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Reciprocal Effects between Reading Achievement and Intrinsic and Extrinsic Reading Motivation (2019, background): “In other studies, strong correlations between intrinsic and extrinsic reading motivation have been found (Park, 2011; Schaffner et al., 2013; Unrau & Schlackman, 2006; Wang & Guthrie, 2004), thus pointing to the possibility of suppression effects.”
Why do boys and girls perform differently on PISA Reading in Finland? The effects of reading fluency, achievement behaviour, leisure reading and homework activity (2018, background): “…to be linked to PISA Reading performance is achievement behavior: the tendency or willingness to complete difficult tasks as opposed to the tendency to avoid or give up when confronting difficult tasks (e.g., Guthrie & Klauda, 2015; Park, 2011; Schiefele, Schaffner, Möller, & Wigfield, 2012).”
Exploring intrinsic and extrinsic reading motivation among very good and very poor readers (2012, result): “Indeed, these results are consistent with those proposed by Park (2011) and Lin, McKeachie, and Kim (2003) who argued that extrinsic motivation is not necessarily damaging if coupled with good levels of intrinsic motivation.”