Dimensions of Reading Motivation and Their Relation to Reading Behavior and Competence

By Ulrich Schiefele, Ellen Schaffner, Jens Möller, Allan Wigfield. Reading Research Quarterly, 2012

599 citations recorded by the source corpus.

This review of research examines the constructs of reading motivation and synthesizes research findings of the past 20 years on the relationship between reading motivation and reading behavior (amount, strategies, and preferences), and the relationship between reading motivation and reading competence (reading skills and comprehension). In addition, evidence relating to the causal role of motivational factors and to the role of reading behavior as a mediator of the effects of motivation on reading competence is examined. We identify seven genuine dimensions of reading motivation: curiosity, involvement, competition, recognition, grades, compliance, and work avoidance. Evidence for these dimensions comes from both quantitative and qualitative research. Moreover, evidence from previous studies confirms the positive contribution of intrinsic reading motivation, and the relatively small or negative contribution of extrinsic reading motivation, to reading behavior and reading competence. The positive contribution of intrinsic motivation is particularly evident in relation to amount of reading for enjoyment and reading competence and holds even when accounting for relevant control variables. However, the causal role of reading motivation and the mediating role of reading behavior remain largely unresolved issues.

Subfields: Cognitive Neuroscience, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/c38024eecd15e0ee1803a335aff2e1d87a6e90cc

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In Cognitive Neuroscience

In Experimental and Cognitive Psychology

Citations in the corpus

A Meta-Analytic Review of the Relations Between Motivation and Reading Achievement for K–12 Students (2020, background): “, 2014), dimensions of reading motivation (Schiefele et al., 2012), and examination of distinguishable and overlapping aspects of reading motivation across commonly used measures (Neugebauer & Fujimoto, 2018).”
Relations among reading motivation, reading amount, and reading comprehension in the early elementary grades (2016, background): “More specifically, readingmotivation is defined in terms of an individual's subjective reasons for reading (cf. Schiefele et al., 2012; see also recent reviews on conceptual issues pertaining to reading motivation by Conradi, Jang, & McKenna, 2014, and Unrau & Quirk, 2014).”
Reciprocal Effects between Reading Achievement and Intrinsic and Extrinsic Reading Motivation (2019, background): “Differentiating between different categories of reading motivation constructs, Schiefele et al. (2012) declared that intrinsic and extrinsic reading motivation were genuine motivational constructs, whereas self-concept and self-efficacy were rather antecedents of reading motivation than reading…”
How Reading Motivation and Engagement Enable Reading Achievement: Policy Implications (2020, background): “At the same time, across grade levels as well as ethnic and cultural backgrounds, motivated students show better reading comprehension and general reading achievement (Organisation for Economic Co-operation and Development [OECD], 2010; Schiefele et al., 2012).”
Adolescents’ motivation for reading: group differences and relation to standardized achievement (2014, background): “Most contemporary models of reading motivation acknowledge the need for these conceptual distinctions (Schiefele et al., 2012; Guthrie & Coddington, 2009), and for evaluating the relative importance that particular forms of motivation may play in understanding students’ learning and achievement.”
The Relationship Between Intrinsic Motivation and Reading Comprehension: Mediating Effects of Reading Amount and Metacognitive Knowledge of Strategy Use (2019, background): “, homework) and reading for enjoyment as intrinsic motivation tends to be more strongly related to recreational reading than school-related reading (Schiefele et al., 2012; Wang & Guthrie, 2004).”
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, result): “, Gershenson & Holt, 2015), and mastery orientation (e.g., Park, 2011; Schiefele et al., 2012; Wolters, Denton, York, and Francis, 2014).”
A Longitudinal Study of the Role of Reading Motivation in Primary Students’ Reading Comprehension: Implications for a Less Simple View of Reading (2016, background): “…on primary students’ reading motivation suggested that goal orientations should also be included in conceptions of motivation (Morgan & Fuchs, 2007), Schiefele et al. (2012) reviewed past work on goal orientation and found that no studies have directly applied goal orientation theory to reading…”
The link between fiction and teenagers’ reading skills: International evidence from the OECD PISA study (2018, background): “…exposure to new vocabulary, different syntactic structures and deeper lexico-semantic networks, may in themselves encourage the development of new competencies and increase reader capacity to handle greater textual complexity (Krashen, 2004; Oakhill et al, 2015; Suk, 2016; Westbrook et al, 2017).”
Engaging Struggling Adolescent Readers to Improve Reading Skills (2017, background): “Most important, these include enjoyment and interest in reading and active problem solving while reading (Schiefele et al., 2012).”