Reciprocal Effects between Reading Achievement and Intrinsic and Extrinsic Reading Motivation
By Karin Hebbecker, Natalie Förster, Elmar Souvignier. Scientific Studies of Reading, 2019
119 citations recorded by the source corpus.
ABSTRACT 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.
Subfields: Education, Experimental and Cognitive Psychology, Social Psychology
View Paper: https://www.semanticscholar.org/paper/abc226da0182daa3318813c2f6ff5e1b014259c6
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Citations in the corpus
- A Meta-Analytic Review of the Relations Between Motivation and Reading Achievement for K–12 Students (2020, background): “A recent study by Hebbecker et al. (2019) provided additional evidence of this.”