Professional Documents
Culture Documents
Competence
Author(s): Ulrich Schiefele, Ellen Schaffner, Jens Möller, Allan Wigfield, Susan Nolen
and Linda Baker
Source: Reading Research Quarterly , October/November/December 2012, Vol. 47, No. 4
(October/November/December 2012), pp. 427-463
Published by: International Literacy Association and Wiley
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and extend access to Reading Research Quarterly
Ellen Schaffner
University of Potsdam, Germany
Jens Möller
University of Kiel, Germany
Allan Wigfield
University of Maryland, College Park, USA
Consulting Editors:
Susan Nolen,
University of Washington, Seattle, USA
Linda Baker, University of Maryland, Baltimore County, USA
EQEDQE^" -
This review of research examines the constructs of reading motivation and synthesizes research findings of the past 20
years on the relationship between reading motivation and reading behavior (amount, strategies, and preferences), and the
relationship between reading motivation and reading competence (reading skills and comprehension). In addition, evi
dence relating to the causal role of motivational factors and to the role of reading behavior as a mediator of the effects of
motivation on reading competence is examined. We identify seven genuine dimensions of reading motivation: curiosity,
involvement, competition, recognition, grades, compliance, and work avoidance. Evidence for these dimensions comes
from both quantitative and qualitative research. Moreover, evidence from previous studies confirms the positive contri
bution of intrinsic reading motivation, and the relatively small or negative contribution of extrinsic reading motivation,
to reading behavior and reading competence. The positive contribution of intrinsic motivation is particularly evident in
relation to amount of reading for enjoyment and reading competence and holds even when accounting for relevant con
trol variables. However, the causal role of reading motivation and the mediating role of reading behavior remain largely
unresolved issues.
Reading Research Quarterly • 47(4) • pp. 427-463 • doi: 10.1002/RRQ.030 • © 2012 International Reading Association 427
Dimensions of Reading Motivation and Their Relation to Reading Behavior and Competence 429
Dimensions of Reading Motivation and Their Relation to Reading Behavior and Competence 431
Emotional tuning Relief from boredom, escape Regulation of emotions, relief from
boredom, relaxation
Rewards
Utilitarian
Efficacy
Morality
Filling time
"Growth of Literacy Engagement: Changes in Motivations and Strategies During Concept-Oriented Reading Instruction, by J.T. Guthrie, P. Van Meter,
A.D. McCann, and A. Wigfield, 1996, Reading Research Quarterly, 3H3), 306-332.
bThe Functions of Reading: A Cross-Cultural Perspective, by V. Greaney and S.B. Neuman, 1990, Reading Research Quarterly, 25(3), 172-195.
'Young Children's Motivation to Read and Write: Development in Social Contexts, by S.B. Nolen, 2007, Cognition and Instruction, 25(2/3), 219-270.
dLesemotivation im Grundschulalter - Ergebnisse einer Interviewstudie [Reading Motivation of Elementary School Students - Results From an Interview
Studyl, by U. Schiefele and E. Schaffner, in press, Psychologie in Erziehung und Unterricht.
'Reading to facilitate sleeping refers in Greaney and NeumanV' study to a specific student statement that was assigned to the broader category of
convenience/flexibility.
Dimensions of Reading Motivation and Their Relation to Reading Behavior and Competence 433
Results
3. Absorption—To become deeply From Quantitative
absorbed and Research
forget all things around oneself Probably the most widely used questionnaire to mea
4. Suspense—To get to know whatsure readingnext
happens motivation
in is Wigfield and Guthrie's
a story or because a story is very exciting
(1997b) MRQ. The MRQ and differing versions of it
haveone's
5. Relaxation—To relax or to get been used
mindby these
offauthors and their associates
things (e.g., Baker & Wigfield, 1999; Taboada, Tonks, Wig
field, & Guthrie, 2009; Wang & Guthrie, 2004) as well as
6. Regulation of emotions—To cope with sadness
or anger
by other researchers (e.g., Logan, Medford, & Hughes,
2011; Unrau & Schlackman, 2006). In addition, Möller
7. Relief from boredom—To overcome boredom
and Bonerad (2007) and Schaffner and Schiefele (2007a)
8. Filling time—Because other, more preferred developed German adaptations of the MRQ. Greaney
activities are not available
and Neuman (1990) developed an earlier questionnaire.
9. Competence—To improve one's competence The MRQ comprises 11 dimensions that were
10. School task—Because of homework or other derived from motivation theory (e.g., self-determination
tasks assigned by the teacher theory, goal theory) and from interviews with students
(Guthrie et al., 1996; see earlier discussion). Ten of these
11. Competition—To outperform other students in
school dimensions correspond to the categories of reading
motivation identified by Guthrie et al. (1996): curiosity,
12. Social context—Because parents or peers value
involvement, competition, recognition, grades, chal
reading and because it allows talking with par
lenge, work avoidance, social, compliance, and effi
ents or peers about books cacy. The following qualitatively determined categories
13. Facilitation of sleep—To get tired and fall asleepof reading motivation were not included in the MRQ:
more easily investment, emotional tuning, utilitarian, and rewards.
The reasons for their exclusion remain unclear. Con
versely, the dimension of importance (of being a capa
It should be noted that school task, facilitation of sleep,
ble reader) was added to the MRQ even though it was
and competition were each indicated by only one or two
students. not suggested by the findings from Guthrie et al. (1996).
Apart from using different terms, the results of Based on theoretical considerations and factor anal
qualitative studies on reading motivation reviewed hereyses, Wigfield and Guthrie (1997b) defined composite
show considerable consistency. This was most apparent scales to tap intrinsic and extrinsic reading motivation.
for the category of reading experience. All studies idenThe composite scale for intrinsic motivation included
tified qualities of reading experience as an important the dimensions curiosity, involvement, and efficacy. In
contrast to Wigfield and Guthrie (1997b), we consider
dimension of reading motivation (see Table 1). More
over, despite some minor differences in definition, most
only curiosity and involvement as components of intrin
sic reading motivation (see earlier discussion). This is
of the categories were found in at least three of the four
studies. This applies to the following components (usingsupported by Guthrie, Wigfield, Metsala, and Cox
Dimensions of Reading Motivation and Their Relation to Reading Behavior and Competence 435
Compliance Grades/compliance
Challenge
Social Social
Importance
Categories that do not correspond with those of Wigfield and Guthrie's" MRQ
Escape
Enjoyment
Dimensions of Reading Motivation and Their Relation to Reading Behavior and Competence 437
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Dimensions of Reading Motivation and Their Relation to Reading Behavior and Competence 449
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Dimensions of Reading Motivation and Their Relation to Reading Behavior and Competence 453
Dimensions of Reading Motivation and Their Relation to Reading Behavior and Competence 455
Dimensions of Reading Motivation and Their Relation to Reading Behavior and Competence 457
Dimensions of Reading Motivation and Their Relation to Reading Behavior and Competence 459
research based on self-reports. Finally, recent efforts to Becker, M., McElvany, N., & Kortenbruck, M. (2010). Intrinsic and
extrinsic reading motivation as predictors of reading literacy:
develop instruments that differentiate between recre
A longitudinal study. Journal of Educational Psychology, 102(4),
ational and academic reading motivation and between 773-785. doi:10.1037/a0020084
reading of print and digital texts (e.g., McKenna et al., Bong, M. (1998). Tests of the internal/external frames of refer
2012) need to be further explored. ence model with subject-specific academic self-efficacy and
frame-specific academic self-concepts. Journal of Educational
Notes Psychology, 90(1), 102-110. doi:10.1037/0022-0663.90.1.102
Briten, I., Lie, A., Andreassen, R., & Olaussen, B.S. (1999). Leisure
1 According to attitude theory (e.g., Manstead, 1995), the assessment
time reading and orthographic processes in word recognition
of attitudes may not only involve affect but also the expression of
among Norwegian third- and fourth-grade students. Reading and
beliefs about the attitude object (cognition) or the expression of
Writing, 11(1), 65 88. doi:10.1023/A:1007976521114
behavioral intentions toward the attitude object (behavior).
Carver, R.R, & Leibert, R.E. (1995). The effect of reading library
2 Although the authors did not classify their measure of reading
books at different levels of difficulty upon gain in reading
amount, we propose that it indicates the amount of reading for
ability. Reading Research Quarterly, 30(1), 26-48. doi:10.2307/
enjoyment as defined by Guthrie et al. (1994). 747743
3 Only those studies not reviewed by Petscher (2010) are included
in Table 3. Chapman, J.W., & Tunmer, W.E. (1995). Development of
young children's reading self-concepts: An examination of
4This is not to say that social reading motivation should be
emerging subcomponents and their relationship with reading
discarded from reading motivation inventories. Wigfield and
achievement. Journal of Educational Psychology, 87(1), 154-167.
Guthrie's (1997b) scale of social aspects, however, deviates from doi:10.1037/0022-0663.87.1.154
their own theoretical definition and addresses the preference for
Cipielewski, J., & Stanovich, K.E. (1992). Predicting growth in
and frequency of reading-related activities with family and peers.
reading ability from children's exposure to print. Journal of Exper
Thus, it does not explicitly represent a form of reading motivation.
imental Child Psychology, 54(1), 74-89. doi:10.1016/0022-0965(92)
90018-2
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