Modeling the effects of intrinsic motivation, extrinsic motivation, amount of reading, and past reading achievement on text comprehension between U.S. and Chinese students

By J. Wang, J. Guthrie. 2004

694 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/34d5dd7f6f6567c5bc7faf0ccab927e14763e8c5

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Reading motivation and reading comprehension growth in the later elementary years (2007, background): “…the correlation of reading motivation and reading achievement is well established for students in the later elementary grades (Gottfried, 1990; Wang & Guthrie, 2004), fewer investigations have 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238…”
Reading for Pleasure: A Research Overview. (2006, background): “Also, intrinsic motivation has been found to be highly correlated with extrinsic motivation in numerous studies (e.g. Wang & Guthrie, 2004).”
The role of attribution beliefs, motivation and strategy use in Chinese fifth-graders' reading comprehension (2009, background): “Wang and Guthrie (2004) also pointed out that children’s reading is linked with both intrinsic and extrinsic motivation.”
The Relation between Elementary Students' Recreational and Academic Reading Motivation, Reading Frequency, Engagement, and Comprehension: A Self-Determination Theory Perspective. (2012, background): “It should be noted, however, that several studies report a direct relationship between reading motivation and reading performance as well (Guthrie et al., 2006, 2007; Sweet, Guthrie, & Ng, 1998; Taboada et al., 2009; Unrau & Schlackman, 2006; Van Elsäcker, 2002; Wang & Guthrie, 2004).”
Is There a Bidirectional Relationship between Children's Reading Skills and Reading Motivation? (2007, background): “The second factor is motivation (e.g., Pressley, 2002; Wang & Guthrie, 2004).”
The Impact of Motivation on Reading Comprehension (2017, background): “Intrinsic motivation is a stronger indicator of the learners’ larger reading amount (Wang & Guthrie, 2004) and better text comprehension (Lau & Chan, 2003; Wang & Guthrie, 2004).”
Reading motivation and reading comprehension in Chinese and English among bilingual students (2011, background): “…studies of Chinese students, some researchers have focused on motivation and reading for Chinese as a first language (L1) (e.g., Lau, 2004; Wang & Guthrie, 2004), while other researchers have considered the association of reading motivation to reading comprehension in English as a foreign…”
Gender differences in the strength of association between motivation, competency beliefs and reading skill (2011, methodology): “…been several theories proposed to define motivation (Meece, Bower Glienke, and Burg 2006; Ryan and Deci 2000; Seifert 2004); however, one of the most common within the domain of reading is the concept of intrinsic and extrinsic types of motivation (Wigfield and Guthrie 1997; Wang and Guthrie 2004).”
Connecting teacher and student motivation: Student-perceived teacher need-supportive practices and student need satisfaction (2021, neutral): “Some studies show a negative relation (e.g., Boiché, Sarrazin, Grouzet, Pelletier, & Chanal, 2008; Boiché & Stephan, 2014; Wang & Guthrie, 2004), whereas others show a positive relation (e.g., Datu, King, & Valdez, 2018; Taylor et al., 2014).”
Exploring intrinsic and extrinsic reading motivation among very good and very poor readers (2012, methodology): “Using the MRQ, the intrinsic-extrinsic reading motivation model proposed by Wang and Guthrie (2004) was used in the current study, which identifies eight dimensions of reading motivation.”
A Meta-Analytic Review of the Relations Between Motivation and Reading Achievement for K–12 Students (2020, background): “There is growing evidence that motivation accounts for unique variance in predicting reading performance, beyond what has been explained by academic and cognitive skills (Conlon et al., 2006; Katzir et al., 2009; Retelsdorf et al., 2011; Taboada et al., 2009; Wang & Guthrie 2004).”