A Role of Gender in the Reciprocal Relations Between Intrinsic Reading Motivation and Reading Comprehension

Abstract

ABSTRACT Purpose This study aims to better understand the role of gender in the reciprocal relations between intrinsic reading motivation and reading comprehension during adolescence. Method Utilizing data from the National Educational Panel Study (NEPS), this study focuses on a representative sample (N = 8,317) of German secondary school students, with approximately 48% female students and 26% students with immigration backgrounds. On average, students were 10.64 years old (SD = 0.37) at wave 1 in grade 5. Measurements for intrinsic reading motivation and reading comprehension were taken at three separate time points: grades 5, 7, and 9. A multi-group cross-lagged panel model was employed to examine gender similarities and differences in the reciprocal relations between intrinsic reading motivation and reading comprehension over four years. Results The results revealed reciprocal cross-lagged effects between intrinsic reading motivation and reading comprehension for both male and female students from grades 5 to 9. The strengths of cross-lagged effects between intrinsic reading motivation and reading comprehension were largely similar across genders. Conclusions This study provides insights into the reciprocal relations between intrinsic reading motivation and reading comprehension from grades 5 to 9, emphasizing that these relations are largely consistent across genders. The findings reinforce the generalization of the positive reciprocal relations between intrinsic reading motivation and reading comprehension, regardless of gender or age. It calls for caution in interpreting gender differences without considering the complex, reciprocal nature of these variables and highlights potential avenues for future research.