Reading Amount as a Mediator of the Effects of Intrinsic and Extrinsic Reading Motivation on Reading Comprehension

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A Meta-Analytic Review of the Relations Between Motivation and Reading Achievement for K–12 Students (2020, background): “For example, Schaffner et al. (2013) reported that amount of time spent reading fully mediated the effect of intrinsic reading motivation on reading comprehension performance.”
Relations among reading motivation, reading amount, and reading comprehension in the early elementary grades (2016, methodology): “…(1997) MRQ for German secondary students, we had captured the dimensions of curiosity and involvement as indicators of intrinsic reading motivation, whereas extrinsic reading motivation was specified by achievement, competition, and recognition (Schaffner & Schiefele, 2007; Schaffner et al., 2013).”
Reciprocal Effects between Reading Achievement and Intrinsic and Extrinsic Reading Motivation (2019, background): “This is in accordance with most of the other studies we referred to (e.g., Schaffner et al., 2013; Stutz et al., 2016), but it should be mentioned that the concept of reading achievement would also make other operationalizations possible (e.g., reading literacy by decoding, vocabulary,…”