{"title":"内在阅读动机的重要性超越了阅读领域：与学习成绩和语言领域动机的关系","authors":"A. Katrin Arens, Jens Möller","doi":"10.1111/1467-9817.70005","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>Intrinsic reading motivation has often been investigated regarding its relations to reading-related variables (e.g. reading achievement). Research has paid little attention to the relations between intrinsic reading motivation and variables related to the overarching language domain. We investigated the temporal relations between intrinsic reading motivation, reading achievement, language school performance, language self-concept, and language intrinsic value.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>The constructs were measured at three annual measurement waves covering Grades 7–9 with a sample of German secondary school students (<i>N</i> = 1271). The relations among constructs were analysed using cross-lagged panel models in structural equation modelling.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>Previous intrinsic reading motivation was found to be positively related to later reading achievement, language school performance, and language self-concept. The patterns of relations were found to be stable across the two time lags and remained when including students' gender, secondary school track, and socio-economic status as covariates.</p>\n </section>\n \n <section>\n \n <h3> Conclusions</h3>\n \n <p>This study underscores the importance of intrinsic reading motivation which does not only address other reading-related variables but also motivational and achievement variables of the language domain.</p>\n </section>\n </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"48 3","pages":"220-239"},"PeriodicalIF":2.0000,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9817.70005","citationCount":"0","resultStr":"{\"title\":\"The importance of intrinsic reading motivation goes beyond the reading domain: Relations to school performance and motivation in the language domain\",\"authors\":\"A. Katrin Arens, Jens Möller\",\"doi\":\"10.1111/1467-9817.70005\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>Intrinsic reading motivation has often been investigated regarding its relations to reading-related variables (e.g. reading achievement). Research has paid little attention to the relations between intrinsic reading motivation and variables related to the overarching language domain. We investigated the temporal relations between intrinsic reading motivation, reading achievement, language school performance, language self-concept, and language intrinsic value.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>The constructs were measured at three annual measurement waves covering Grades 7–9 with a sample of German secondary school students (<i>N</i> = 1271). The relations among constructs were analysed using cross-lagged panel models in structural equation modelling.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results</h3>\\n \\n <p>Previous intrinsic reading motivation was found to be positively related to later reading achievement, language school performance, and language self-concept. The patterns of relations were found to be stable across the two time lags and remained when including students' gender, secondary school track, and socio-economic status as covariates.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Conclusions</h3>\\n \\n <p>This study underscores the importance of intrinsic reading motivation which does not only address other reading-related variables but also motivational and achievement variables of the language domain.</p>\\n </section>\\n </div>\",\"PeriodicalId\":47611,\"journal\":{\"name\":\"Journal of Research in Reading\",\"volume\":\"48 3\",\"pages\":\"220-239\"},\"PeriodicalIF\":2.0000,\"publicationDate\":\"2025-05-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9817.70005\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Research in Reading\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/1467-9817.70005\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Research in Reading","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/1467-9817.70005","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
The importance of intrinsic reading motivation goes beyond the reading domain: Relations to school performance and motivation in the language domain
Background
Intrinsic reading motivation has often been investigated regarding its relations to reading-related variables (e.g. reading achievement). Research has paid little attention to the relations between intrinsic reading motivation and variables related to the overarching language domain. We investigated the temporal relations between intrinsic reading motivation, reading achievement, language school performance, language self-concept, and language intrinsic value.
Methods
The constructs were measured at three annual measurement waves covering Grades 7–9 with a sample of German secondary school students (N = 1271). The relations among constructs were analysed using cross-lagged panel models in structural equation modelling.
Results
Previous intrinsic reading motivation was found to be positively related to later reading achievement, language school performance, and language self-concept. The patterns of relations were found to be stable across the two time lags and remained when including students' gender, secondary school track, and socio-economic status as covariates.
Conclusions
This study underscores the importance of intrinsic reading motivation which does not only address other reading-related variables but also motivational and achievement variables of the language domain.
期刊介绍：
Journal of Research in Reading provides an international forum for researchers into literacy. It is a refereed journal, principally devoted to reports of empirical studies in reading and related fields, and to informed reviews of relevant literature. The journal welcomes papers researching issues related to the learning, teaching and use of literacy in a variety of contexts; papers on the history and development of literacy; papers about policy and strategy for literacy as related to children and adults. Journal of Research in Reading encourages papers within any research paradigm and from researchers in any relevant field such as anthropology, cultural studies, education, history of education, language and linguistics, philosophy, psychology and sociology.
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