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Modeling the effects of intrinsic motivation, extrinsic motivation, amount of reading, and past reading achievement on text comprehension between U.S. and Chinese students
Author(s) -
WANG JUDY HUEIYU,
GUTHRIE JOHN T.
Publication year - 2004
Publication title -
reading research quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.162
H-Index - 90
eISSN - 1936-2722
pISSN - 0034-0553
DOI - 10.1598/rrq.39.2.2
Subject(s) - reading comprehension , reading motivation , structural equation modeling , psychology , comprehension , reading (process) , intrinsic motivation , test (biology) , cognitive psychology , social psychology , linguistics , computer science , paleontology , philosophy , machine learning , biology
This study examined the extent that motivational processes facilitate the comprehension of texts and the extent of culture's role in children's motivational processes of text comprehension. Relationships between intrinsic and extrinsic motivation, the amount of reading, past reading achievement, and text comprehension were examined by utilizing structural equation modeling. Fourth‐grade students (187 U.S. and 197 Chinese) were administered a reading test and two questionnaires regarding reading motivation and reading amount. A final model fit the data well, showing that intrinsic motivation predicted text comprehension for both student groups after controlling for all other variables. Extrinsic motivation negatively predicted text comprehension except when associated with intrinsic motivation. Reading amount did not predict text comprehension after controlling for motivational variables. The structural relationships were statistically equivalent across the U.S. and Chinese groups. Cultural influences on reading motivation, reading amount, and comprehension were discussed.