The Contributions of Intrinsic and Extrinsic Reading Motivation to the Development of Reading Competence over Summer Vacation

Reciprocal relations between intrinsic reading motivation and reading competence: A comparison between native and immigrant students in Germany

“…Finally, the stabilities of reading competence in the present study seem to be lower than the stabilities of comprehension measures observed in previous studies (Schaffner & Schiefele, ; Schiefele et al, ). This may be due to the longer duration of the present study (2 years) compared to other previous studies (1 year or shorter).…”

“…The present study also provides empirical evidence for the mediating role of reading amount in the effect of intrinsic reading motivation on reading competence for native students. This is consistent with previous research suggesting that when students are intrinsically motivated, they tend to read more frequently and therefore improve their reading competence (Becker et al, ; McElvany et al, ; Schaffner & Schiefele, ; Schaffner et al, ; Stutz et al, ).…”

“…Until this time, only a few longitudinal studies (Becker et al, ; McElvany et al, ; Schaffner & Schiefele, ) have examined indirect effects of intrinsic reading motivation on reading competence through reading amount. Schaffner and Schiefele () investigated effects of intrinsic reading motivation on the word and sentence level comprehension before and after 6 weeks of summer vacation in a sample of third graders. Their results revealed that the effect of intrinsic reading motivation on the post‐vacation reading comprehension was mediated by reading amount when controlling for the pre‐vacation reading comprehension.…”

The role of reading motivation, self-efficacy, and home influence in students’ literacy achievement: a preliminary examination of fourth graders in Abu Dhabi

“…In their longitudinal study of German students, Becker et al (2010) reported that students' intrinsic reading motivation in grade 4 was positively correlated to their reading literacy in grade 6, while children who scored high on extrinsic motivation read less and had poorer reading skills. Similar effects of intrinsic and extrinsic motivation were also reported by Schaffner and Schiefele (2016) in their study of grade 3 German students. Some researchers, however, have argued that extrinsic motivation could be beneficial when used to initially motivate students to read (Guthrie et al 2007;Pierce et al 2003).…”

The effects of individual internal versus external reference prices on consumer decisions for pay-what-you-want payments

“…Buyers of fantasy and crime fiction can be led by similar motivations; in this case, reading mainly for pleasure and entertainment. 6 Motivations to read a book can be personal and intrinsic, that is satisfaction or reward, or extrinsic and social (for a review of motivations see Becker et al, 2010;or Schaffner and Schiefele, 2016). Our intuition is that books from different literary categories are written, and then selected and bought by readers for various reasons -entertainment and pleasure, information and learning, obligation to read, social pressure, need of a gift -and that these different motivational contexts can impact readers' situational choices.…”