Intrinsic and Extrinsic Reading Motivation as Predictors of Reading Literacy: A Longitudinal Study

Journal of Educational Psychology

Volumn 102, Issue 4, 2010, Pages 773-785

  Becker, Michael ^a   McElvany, Nele ^a,b   Kortenbruck, Marthe ^c  

^a MAX PLANCK INSTITUTE FOR HUMAN DEVELOPMENT   (Germany)

^b TU DORTMUND UNIVERSITY   (Germany)

^c FREIE UNIVERSITÄT BERLIN   (Germany)

Author keywords

Elementary school; Extrinsic motivation; Intrinsic motivation; Reading frequency; Reading literacy

Indexed keywords

EID: 78649705595     PISSN: 00220663     EISSN: None     Source Type: Journal    
DOI: 10.1037/a0020084     Document Type: Article

References (63)

1. Aarnoutse C., van Leeuwe J. Relation between reading comprehension, vocabulary, reading pleasure, and reading frequency. Educational Research and Evaluation 1998, 4:143-166. doi: 10.1076/edre.4.2.143.6960.
2. Aarnoutse C., van Leeuwe J., Voeten M., Oud H. Development of decoding, reading comprehension, vocabulary and spelling during the elementary school years. Reading and Writing 2001, 14:61-89. doi: 10.1023/A:1008128417862.
3. Anderson R.C., Wilson P.T., Fielding L.G. Growth in reading and how children spend their time outside of school. Reading Research Quarterly 1988, 23:285-303. doi: 10.1598/RRQ.23.3.2.
4. Baker L., Dreher M.J., Guthrie J.T. Engaging young readers: Promoting achievement and motivation 2000, Guilford Press, New York, NY.
5. Baker L., Wigfield A. Dimensions of children's motivation for reading and their relations to reading activity and reading achievement. Reading Research Quarterly 1999, 34:452-477. doi: 10.1598/RRQ.34.4.4.
6. Baker S., Simmons D., Kameenui E.J. Vocabulary acquisition: Curricular and instructional implications for diverse learners (Technical Report No. 14) 1995, National Center to Improve the Tools of Educators, Eugene, OR.
7. Cipielewski J., Stanovich K.E. Predicting growth in reading ability from children's exposure to print. Journal of Experimental Child Psychology 1992, 54:74-89. doi: 10.1016/0022-0965(92)90018-2.
8. Cunningham A.E., Stanovich K.E. Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology 1997, 33:934-945. doi: 10.1037/0012-1649.33.6.934.
9. Deci E.L., Koestner R., Ryan R.M. A meta-analytic review examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin 1999, 125:627-668. doi: 10.1037/0033-2909.125.6.627.
10. Deci E.L., Ryan R.M. Intrinsic motivation and self-determination in human behavior 1985, Plenum, New York, NY.
11. Donahue P.L., Daane M.C., Yin Y. The nation's report card: Reading 2003 (Publication No. NCES 2004-453) 2005, U.S. Government Printing Office, Washington, DC.
12. Duke N.K., Pearson P.D. Effective practices for developing reading comprehension. What research has to say about reading instruction 2002, 205-242. International Reading Association, Newark, DE. 3rd ed. A.E. Farstrup, S.J. Samuels (Eds.).
13. Durkin D. Teaching them to read 1993, Allyn & Bacon, Boston, MA. 6th ed.
14. Elliott E.S., Dweck C.S. Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology 1988, 54:5-12. doi: 10.1037/0022-3514.54.1.5.
15. Fuchs L.S., Fuchs D., Hosp M.K., Jenkins J.R. Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading 2001, 5:239-256. doi: 10.1207/S1532799XSSR0503_3.
16. Gear A., Wizniak R., Cameron J. Rewards for reading: A review of seven programs. Alberta Journal of Educational Research 2004, 50:200-203.
17. Gee J. Reading as situated language: A sociocognitive perspective. Journal of Adolescent & Adult Literacy 2001, 44:714-725. doi: 10.1598/JAAL.44.8.3.
18. Gottfried A.E., Fleming J.S., Gottfried A.W. Continuity of academic intrinsic motivation from childhood through late adolescence: A longitudinal study. Journal of Educational Psychology 2001, 93:3-13. doi: 10.1037/0022-0663.93.1.3.
19. Guthrie J.T., Wigfield A. Engagement and motivation in reading. Reading research handbook 2000, 3:403-422. Erlbaum, Mahwah, NJ. M.L. Kamil, P.B. Mosenthal, P.D. Pearson, R. Barr (Eds.).
20. Guthrie J.T., Wigfield A., Barbosa P., Perencevich K.C., Taboada A., Davis M.H., Tons S. Increasing reading comprehension and engagement through concept-oriented reading instruction. Journal of Educational Psychology 2004, 96:403-423. doi: 10.1037/0022-0663.96.3.403.
21. Guthrie J.T., Wigfield A., Metsala J.L., Cox K.E. Motivational and cognitive predictors of text comprehension and reading amount. Scientific Studies of Reading 1999, 3:231-256. doi: 10.1207/s1532799xssr0303_3.
22. Heller K.A., Perleth C. KFT 4-12+R. Kognitiver Fähigkeitstest für 4 bis 12 Klassen, Revision [Cognitive Abilities Test for Grades 4 to 12, revision] 2000, Hogrefe, Göttingen, Germany.
23. Hidi S. An interest researcher's perspective: The effects of extrinsic and intrinsic factors on motivation. Intrinsic and extrinsic motivation: The search for optimal motivation and performance 2000, 309-339. Academic Press, San Diego, CA, doi: 10.1016/B978-012619070-0/50033-7. C. Sansone, J.M. Harackiewicz (Eds.).
24. Higgins E.T., Lee J., Kwon J., Trope Y. When combining intrinsic motivation undermines interest: A test of activity engagement theory. Journal of Personality and Social Psychology 1995, 68:749-767. doi: 10.1037/0022-3514.68.5.749.
25. Hu L.T., Bentler P.M. Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling 1999, 6:1-55. doi: 10.1080/10705519909540118.
26. Excellent reading teachers: A position statement of the International Reading Association. Journal of Adolescent & Adult Literacy 2000, 44:193-200. International Reading Association.
27. Kintsch W. Comprehension: A paradigm for cognition 1998, Cambridge University Press, Cambridge, England.
28. Klicpera C., Gasteiger-Klicpera B. Lesen und Schreiben: Entwicklung und Schwierigkeiten [Reading and writing: Development and difficulties] 1993, Huber, Bern, Switzerland.
29. Kolen M.J., Brennan R.L. Test equating, scaling, and linking: Methods and practices 2004, Springer, New York, NY. 2nd ed.
30. Kortenbruck, M. (2007). Entwicklung der Lesekompetenz: Einfluss von Motivation und Geschlecht [Development of reading literacy: The influence of motivation and gender]. (Unpublished Diplom thesis). Free University of Berlin, Berlin, Germany.
31. Küspert P., Schneider W. Würzburger Leise Leseprobe (WLLP) [Würzburg Silent Reading Test] 1998, Hogrefe, Göttingen, Germany.
32. Lehmann R.H., Peek R., Poerschke J. HAMLET 3-4: Hamburger Lesetest für 3 bis 4 Klassen [HAMLET 3-4: Hamburg Reading Test for Grades 3 to 4] 1997, Beltz, Weinheim, Germany.
33. McElvany N. Förderung von Lesekompetenz im Kontext der Familie [Promotion of reading competence in the family context] 2008, Waxmann, Münster, Germany.
34. McElvany N., Artelt C. Systematic reading training in the family: Development, implementation, and evaluation of the Berlin Parent-Child Reading Program. Learning and Instruction 2009, 19:79-95. doi: 10.1016/j.learninstruc.2008.02.002.
35. McElvany N., Becker M., Lüdtke O. Die Bedeutung familiärer Merkmale für Lesekompetenz, Wortschatz, Lesemotivation und Leseverhalten [The role of family variables in reading literacy, vocabulary, reading motivation, and reading behavior]. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 2009, 41:121-131. doi: 10.1026/0049-8637.41.3.121.
36. McElvany N., Kortenbruck M., Becker M. Lesekompetenz und Lesemotivation: Entwicklung und Mediation des Zusammenhangs durch Leseverhalten [Reading literacy and reading motivation: Their development and the mediation of the relationship by reading behavior]. Zeitschrift für Pädagogische Psychologie 2008, 3/4:207-219. doi: 10.1024/1010-0652.22.34.207.
37. Morgan P.L., Farkas G., Hibel J. Matthew effects for whom?. Learning Disabilities Quarterly 2008, 31:187-198.
38. Morgan P.L., Fuchs D. Is there a bidirectional relationship between children's reading skills and reading motivation?. Exceptional Children 2007, 73:165-183.
39. Mullis I.V.S., Martin M.O., Kennedy A.M., Foy P. IEA's Progress in International Reading Literacy Study in Primary School in 40 countries 2007, TIMSS & PIRLS International Study Center, Boston College, Chestnut Hill, MA.
40. Muthén L.K., Muthén B.O. Mplus user's guide 1998-2008, Author, Los Angeles, CA.
41. Naceur A., Schiefele U. Motivation and learning: The role of interest in construction of representation of text and long-term retention: Inter-and intra-individual analyses. European Journal of Psychology of Education 2005, 20:155-170. doi: 10.1007/BF03173505.
42. Nagy W. Teaching vocabulary to improve reading comprehension 1988, International Reading Association, Newark, DE.
43. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups (Report of the National Reading Panel, NIH Publication No. 00-4754) 2000, National Institute of Child Health and Human Development, U.S. Government Printing Office, Washington, DC.
44. Nauck J., Otte R. Diagnostischer Test Deutsch [Diagnostic test German] 1980, Westermann, Braunschweig, Germany.
45. Knowledge and skills for life: First results from PISA 2000 2001, Organisation for Economic Co-operation and Development, Author, Paris, France.
46. Pintrich P.R., Schrauben B. Students' motivational beliefs and their cognitive engagement in classroom academic tasks. Student perceptions in the classroom 1992, 149-183. Erlbaum, Hillsdale, NJ. D.H. Schunk, J.L. Meece (Eds.).
47. Pintrich P.R., Schunk D.H. Motivation in education: Theory, research, and application 2002, Merrill Prentice Hall, Englewood Cliffs, NJ. 2nd ed.
48. Pressley M., Borkowski J.G., Schneider W. Good information processing: What it is and how education can promote it. International Journal of Educational Research 1989, 13:857-867. doi: 10.1016/0883-0355(89)90069-4.
49. Ryan R.M., Deci E.L. Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology 2000, 25:54-67. doi: 10.1006/ceps.1999.1020.
50. Schaffner E., Schiefele U. Auswirkungen habitueller Lesemotivation auf die situative Textrepräsentation [Effects of habitual reading motivation on the situative representation of text]. Psychologie in Erziehung und Unterricht 2007, 54:268-286.
51. Schiefele U. Interest and learning from text. Scientific Studies of Reading 1999, 3:257-279. doi: 10.1207/s1532799xssr0303_4.
52. Seymour P.H., Aro M., Erskine J.M. Foundation literacy acquisition in European orthographies. British Journal of Psychology 2003, 94:143-174. doi: 10.1348/000712603321661859.
53. Shrout P.E., Bolger N. Mediation in experimental and nonexperimental studies: New procedures and recommendations. Psychological Methods 2002, 7:422-445. doi: 10.1037/1082-989X.7.4.422.
54. Snow C.E. Reading for understanding: Toward a research and development program in reading comprehension 2002, RAND, Santa Monica, CA.
55. Snow C.E., Scarborough H.S., Burns M.S. What speech-language pathologists need to know about early reading. Topics in Language Disorders 1999, 20:48-58.
56. Taboada A., Tonks S., Wigfield A., Guthrie J. Effects of motivational and cognitive variables on reading comprehension. Reading and Writing 2009, 22:85-106. doi: 10.1007/s11145-008-9133-y.
57. Taylor B.M., Frye B., Maruyama J. Time spent reading and reading growth. American Educational Research Journal 1990, 27:351-362.
58. Unrau N., Schlackman J. Motivation and its relation to reading achievement in an urban middle school. Journal of Educational Research 2006, 100:81-101. doi: 10.3200/JOER.100.2.81-101.
59. Verhoeven L., Van Leeuwe J. Prediction of the development of reading comprehension: A longitudinal study. Applied Cognitive Psychology 2008, 22:407-423. doi: 10.1002/acp.1414.
60. Wang J.H., Guthrie J.T. Modeling the effects of intrinsic motivation, extrinsic motivation, amount of reading, and past reading achievement on text comprehension between U.S. and Chinese students. Reading Research Quarterly 2004, 39:162-186. doi: 10.1598/RRQ.39.2.2.
61. Weiss R. Wortschatz (WS) und Zahlenfolgen (ZF): Ergänzungstests zum Grundintelligenztest CFT-20 [Basic Intelligence Test, Scale 2, CFT 20] 1987, Hogrefe, Göttingen, Germany.
62. Wigfield A., Eccles J.S., Schiefele U., Roeser R.W., Davis-Kean P. Development of achievement motivation. Handbook of child psychology 2006, 933-1002. Wiley, New York, NY. 6th ed. W. Damon, N. Eisenberg (Eds.).
63. Wigfield A., Guthrie J.T. Motivation for reading: An overview. Educational Psychologist 1997, 32:57-58.