The Relation Between Students’ Intrinsic Reading Motivation and Book Reading in Recreational and School Contexts

Oct 15, 2026

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The study examines how German ninth graders’ book reading relates to intrinsic situational and intrinsic habitual reading motivation in and out of school, using data from 405 students. Reported books are characterized by LIX readability and text type. Recreational reading motivation surpasses school reading motivation, while classic literature negatively predicts situational motivation. In school, students reading more difficult books show reduced motivation, and individual book-reading experiences connect to habitual motivation, informing practice for literature classes and leisure reading.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages14

Reading Time35 min

AccessFree to download

Article Overview

Study Focus and Contexts

Conceptualizations of Reading Behavior and Motivation

AERA Open April-June 2019, Vol. 5, No. 2, pp. 1–14 DOI: 10. 1177/2332858419852041 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2019. [http://journals.sagepub.com/home/ero](http://journals.sagepub.com/home/ero) The Relation Between Students’ Intrinsic Reading Motivation and Book Reading in Recreational and School Contexts Franziska Maria Locher Sarah Becker Maximilian Pfost University of Bamberg In comparison with younger children, older students tend to be less motivated to read. A literature class that fails to motivate students is one aspect that has often been discussed in this regard. Using data from 405 German ninth graders, we examined how students’ book reading is related to intrinsic situational and intrinsic habitual reading motivation in and out of school. The books that students reported to have read were characterized by LIX readability and text type. Our results first showed that recreational reading motivation exceeded school reading motivation. Second, the reading of classic literature was a negative predictor of intrinsic situational reading motivation. Third, in the school context, students who read more difficult books were less motivated to read them. Fourth, analyses showed that individual book-reading experiences were linked to intrinsic habitual reading motivation. We discuss practical implications for book reading in and out of the literature class. Keywords: habitual motivation, situational motivation, book reading, school-related reading, LIX readability One of the main goals of education is to teach students to constructively interact with written texts. In addition, the ability to read and understand texts is needed to participate in cultural, political, and economic life (Organisation for Economic Co-operation and Development, 2003). Reading motivation isan important factor that contributes to the positive development of such reading skills (Guthrie, Wigfield, Metsala, & Cox, 1999; McElvany, Kortenbruck, & Becker, 2008; Morgan & Fuchs, 2007; Petscher, 2010). Studies have found that students’reading motivation predicts their reading behavior (e.g., reading volume or reading material), which in turn fostersthe development of reading skills. Numerous studies have confirmed reciprocal relations between reading motivation and reading behavior as well as reading skills (e.g., De Naeghel, Van Keer, Vansteenkiste, & Rosseel, 2012; McElvany et al., 2008; Stutz, Schaffner, & Schiefele, 2016). Although research has shown that reading motivation is a substantial predictor of reading skills, studies have shown that in comparison with younger children, older students and adolescents are often less motivated to read (Gottfried, Fleming, & Gottfried, 2001; Marcoulides, Gottfried, Gottfried, & Oliver, 2008; McKenna, Kear, & Ellsworth, 1995; Smith, Smith, Gilmore, & Jameson, 2012). Given the fact that the development of reading skills isnot limited to early childhood but lasts until young adulthood or even longer (Alexander, 2005), the decrease in students’ reading motivation might have negative consequences because the development of their reading skills and behavior strongly depends on their motivation to read. Therefore, it is of primary importance to identify the factors that contribute to this negative trend in the development of students’ intrinsic reading motivation. One aspect that is often discussed in this regard is a literature class that fails to motivate students (e.g., Garbe, 2010; Philipp, 2011). Such a failure might be due to the books that are chosen in the instructional context or the teaching framework as well as to a lack of student participation in choosing the books. However, most studies that have analyzed individual differences in reading motivation have focused solely on recreational reading, neglecting the reading that is done in and for school (Neugebauer, 2013; Phil

FAQs

How does recreational reading motivation compare with school reading motivation?

Recreational reading motivation exceeds school reading motivation, indicating stronger intrinsic motivation outside the literature class.

What is the relationship between classic literature and reading motivation?

Reading classic literature negatively predicts intrinsic situational reading motivation.

How does book difficulty affect students’ motivation in the school context?

In school, students who read more difficult books are less motivated to read them.

Oct 15, 2026

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