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| Autoren | Miyamoto, Ai; Pfost, Maximilian; Artelt, Cordula |
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| Titel | Reciprocal relations between intrinsic reading motivation and reading competence: A comparison between native and immigrant students in Germany. |
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| URL | https://doi.org/10.1111/1467-9817.12113 |
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| URN, persistent | 10.1111/1467-9817.12113 |
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| Erscheinungsjahr | 2018, Jg. 41, H. 1 |
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| Seitenzahl | S. 176-196 |
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| Zeitschrift | Journal of research in reading |
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| ISSN | 0141-0423; 1467-9817 |
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| Dokumenttyp | Zeitschriftenaufsatz; gedruckt; online |
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| Beigaben | Literaturangaben |
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| Sprache | englisch |
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| Forschungsschwerpunkt | Bildungspanel (NEPS) |
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| Schlagwörter | Muttersprache; Deutsch als Fremdsprache; Lesekompetenz; Lesemotivation; Intrinsische Motivation; 7. Schuljahr; 5. Schuljahr; Vergleichende Analyse; |
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| Abstract | The present study compares native and immigrant students regarding the direction and the strength of the relation between intrinsic reading motivation and reading competence. Within the framework of the German National Educational Panel Study, 4,619 secondary school students were included in the analyses. The present study confirmed the reciprocal cross‐lagged effects between intrinsic reading motivation and reading competence from grades 5 to 7 for native students. In addition, the effect of grade 5 intrinsic reading motivation on grade 7 reading competence was mediated by grade 6 reading amount. However, for immigrant students, although the cross‐lagged effect of grade 5 reading competence on grade 7 intrinsic reading motivation was significant, the reverse effect was not significant. The present findings suggest that intrinsic reading motivation seems to be essential for the development of reading achievement for native students whereas it seems to be of less importance for immigrant students (Orig.). |
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| Förderkennzeichen | 01GJ0888 |
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