The Contributions of Intrinsic and Extrinsic Reading Motivation to the Development of Reading Competence over Summer Vacation

Figures & data

Table 1 Descriptive Statistics and Bivariate Correlations.

Variable (theoretical range)		1	2	3	4	5	6	7	8	M (SD)
1	Gender ^a	–								–
2	Intrinsic RM (1–4)	0.03	–							2.91 (0.71)
3	Extrinsic RM (1–4)	−0.17*	0.39**	–						2.86 (0.69)
4	Reading amount (1–5)	−0.12	0.53**	0.30**	–					3.08 (1.00)
Reading comprehension before SV
5	Word level (0–34)	0.10	0.23**	0.04	0.08	–				21.28 (5.65)
6	Sentence level (0–14)	0.09	0.28**	0.03	0.25**	0.70**	–			9.17 (2.79)
Reading comprehension after SV
7	Word level (0–34)	0.12	0.35**	0.10	0.26**	0.77**	0.76**	–		21.64 (6.21)
8	Sentence level (0–14)	0.08	0.41**	0.15*	0.37**	0.64**	0.74**	0.78**	–	9.19 (3.12)

Note. N = 223. RM = reading motivation. SV = summer vacation. ^aScoring for gender: 1 = boys, 2 = girls. *p < 0.05 (two-tailed). **p < 0.01 (two-tailed).

Figure 1 Structural equation model for the prediction of reading comprehension after SV. Only standardized path coefficients are displayed. For clarity, errors and indicators are not shown here. Bidirectional paths in the model are reported in the Appendix (Table A1). SV = summer vacation. **p < 0.01.

Table

		1	2	3	4	5	6
1	Intrinsic RM	–
2	Extrinsic RM	0.47**	–
3	Word comprehension before SV	0.28**	0.05	–
4	Sentence comprehension before SV	0.40**	0.04	0.87**	–
5	Word comprehension after SV ^a					–
6	Sentence comprehension after SV ^a					0.46**	–

Note. N = 223. RM = reading motivation. SV = summer vacation. ^aEndogenous variable (residual term). **p < 0.01.