Abstract
This study was conducted to examine the roles of reading amount and reading strategy as mediators of the effects of intrinsic and extrinsic reading motivation on reading achievement. A sample of 522 7th–9th graders from two public schools in Eastern China participated in the study and completed the questionnaires. The confirmatory factor analyses showed that Curiosity, Involvement, and Challenge as dimensions of intrinsic reading motivation and Recognition, Grades, and Competition as dimensions of extrinsic reading motivation represented reading motivation well in this Chinese sample population. Structural equation modeling analyses showed that intrinsic reading motivation had a positive direct effect on reading achievement, whereas extrinsic reading motivation exerted a negative direct effect on reading achievement. Both intrinsic and extrinsic reading motivation positively predicted reading strategy; however, only intrinsic reading motivation was positively correlated with reading amount. Neither reading amount nor reading strategy mediated the effects of intrinsic and extrinsic reading motivation on reading achievement. The implications of these findings for literacy research and instruction are discussed.
Highlights
Reading proficiency is an indispensable competence (De Naeghel et al, 2012)
Since the Chinese language test generally focuses on students’ memorization of background knowledge, vocabulary, content, and rhetorical usage of the prescribed texts in textbooks, and strategy instruction is not emphasized in Chinese language classrooms, it remains unclear whether the mediating effects of reading amount or reading strategy in the relationship between reading motivation and reading achievement as indicated in Western studies apply to a Chinese context. (Schiefele et al, 2012), the present study further examines this issue
Salient decreases in Akaike Information Criterion (AIC) and Bayesian Information Criterion (BIC) were found in Model B (Model C vs. Model B: AIC = 17.56, BIC = 26.07; Model D vs. Model B: AIC = 52.76, BIC = 69.79), showing that Model B best explained the covariance among the motivational variables
Summary
Reading proficiency is an indispensable competence (De Naeghel et al, 2012). Factors that facilitate development of reading competence are important to both teachers and researchers. In addition to cognitive factors, such as word recognition, strategy use, and prior knowledge, which are thought to mainly affect students’ reading competence, researchers have identified affective factors such as motivation (Baker and Wigfield, 1999; Guthrie and Wigfield, 2000). Even the most capable and skillful readers may choose not to read if they lack motivation, which decreases their reading proficiency (Stanovich, 1986). Reading motivation is significantly correlated with various indicators of reading achievement (Baker and Wigfield, 1999; Guthrie et al, 1999). Evidence suggests that intrinsic reading motivation positively predicts reading achievement, whereas extrinsic reading motivation
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