The Relation Between Students’ Intrinsic Reading Motivation and Book Reading in Recreational and School Contexts

Faculty/Professorship: Empirical Educational Research 
Author(s): Locher, Franziska Maria; Becker, Sarah; Pfost, Maximilian  
Corporate Body: American Educational Research Association
Year of publication: 2019
Pages: 1-14
Source/Other editions: AERA Open, 5 (2019), 2, 14 S. - ISSN: 2332-8584
is version of: 10.1177/2332858419852041
Year of first publication: 2019
Language(s): English
Licence: Creative Commons - CC BY-NC - Attribution - NonCommercial 4.0 International 
In comparison with younger children, older students tend to be less motivated to read. A literature class that fails to motivate students is one aspect that has often been discussed in this regard. Using data from 405 German ninth graders, we examined how students’ book reading is related to intrinsic situational and intrinsic habitual reading motivation in and out of school. The books that students reported to have read were characterized by LIX readability and text type. Our results first showed that recreational reading motivation exceeded school reading motivation. Second, the reading of classic literature was a negative predictor of intrinsic situational reading motivation. Third, in the school context, students who read more difficult books were less motivated to read them. Fourth, analyses showed that individual book-reading experiences were linked to intrinsic habitual reading motivation. We discuss practical implications for book reading in and out of the literature class.
Keywords: habitual motivation, situational motivation, book reading, school-related reading, LIX readability
Type: Article
Year of publication: 2. July 2019
Project: Open-Access-Publikationsfonds 2012-2020
Quer- und längsschnittliche Analysen zur Entwicklung des Leseverhaltens, lesebezogener Einstellungen und lesebezogener Kompetenzen

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