The Relationship Between Intrinsic Motivation and Reading Comprehension: Mediating Effects of Reading Amount and Metacognitive Knowledge of Strategy Use





Faculty/Professorship: Empirical Educational Research ; Longitudinal Educational Research  
Author(s): Miyamoto, Ai; Pfost, Maximilian  ; Artelt, Cordula  
Title of the Journal: Scientific studies of reading : official journal of the Society for the Scientific Study of Reading
ISSN: 1088-8438
Publisher Information: New York, NY : Routledge, Taylor & Francis Group
Year of publication: 2019
Issue: Published online: 22 Apr 2019
Pages: 17 ; Online-Ressource
Language(s): English
DOI: 10.1080/10888438.2019.1602836
Abstract: 
The goal of the present study was to investigate the mediating effects of reading amount and metacognitive knowledge of strategy use in the relationship between intrinsic motivation and reading comprehension among secondary school students. We hypothesized that reading amount and metacognitive knowledge of strategy use in Grade 6 will mediate the relationship between intrinsic motivation in Grade 5 and reading compre-hension in Grade 7 while taking into account the reciprocal relationship between intrinsic motivation and reading comprehension in Grades 5 and 7. Within the framework of the German National Educational Panel Study, 3,829 secondary school students were included in the analyses. Based on the analyses of structural equation models, we found significant indirect effects of intrinsic motivation on reading comprehension through reading amount and metacognitive knowledge of strategy use. The results of exploratory analyses on moderating effects of sex and the levels of reading skills are also discussed.
Peer Reviewed: Ja
International Distribution: Ja
Type: Article
URI: https://fis.uni-bamberg.de/handle/uniba/46363
Year of publication: 10. September 2019