Abstract
This study examined the contribution of reading motivation to reading comprehension among Chinese elementary children from a self-determination theory perspective. A total of 379 Chinese third to fifth graders were assessed on four types of reading motivation (i.e., external regulation, introjected regulation, identified regulation and intrinsic motivation), cognitive factors important to Chinese reading comprehension (i.e., verbal working memory, reading fluency and syntactic skills), and reading comprehension. Structural equation modelling analysis results showed that introjected regulation negatively predicted reading comprehension and identified regulation positively predicted reading comprehension. The contribution of identified regulation to reading comprehension was mediated by its contribution to cognitive factors. These results underscore the possible positive association of reading motivation with cognitive factors important to reading comprehension development.
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