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ERIC Number: EJ1027275
Record Type: Journal
Publication Date: 2013
Pages: 17
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0034-0553
Reading Amount as a Mediator of the Effects of Intrinsic and Extrinsic Reading Motivation on Reading Comprehension
Schaffner, Ellen; Schiefele, Ulrich; Ulferts, Hannah
Reading Research Quarterly, v48 n4 p369-385 Oct-Dec 2013
This study examined the role of reading amount as a mediator of the effects of intrinsic and extrinsic reading motivation on higher order reading comprehension (comprised of paragraph-and passage-level comprehension) in a sample of 159 fifth-grade elementary students. A positive association between intrinsic reading motivation and reading amount was assumed, whereas a negative contribution to reading amount was expected for extrinsic reading motivation. As control variables, lower order reading comprehension (comprised of word- and sentence-level comprehension), gender, and social desirability were taken into account. Structural equation analyses indicated that reading amount fully mediated the positive effect of intrinsic reading motivation on higher order comprehension, whereas extrinsic reading motivation exerted both indirect and direct negative effects on comprehension. Additional analyses confirmed a suppression effect and showed significant negative contributions of extrinsic reading motivation to reading amount and reading comprehension only when intrinsic reading motivation was simultaneously included as a predictor.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A