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Cited by 687

The DOI matches its Crossref record; 73 of the 73 references it cites were found in a registry or an index.

Modeling the effects of intrinsic motivation, extrinsic motivation, amount of reading, and past reading achievement on text comprehension between U.S. and Chinese students

WANG, JUDY HUEI‐YU, GUTHRIE, JOHN T.·2004·Reading Research Quarterly
DOI 10.1598/rrq.39.2.2
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Abstract

ABSTRACTS: 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.

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Metadata

Authors
WANG, J. H., & GUTHRIE, J. T.
Venue
Reading Research Quarterly
Publisher
Wiley
Published
2004-04-06
Volume
39
Issue
2
Pages
162-186
ISSN
  • 0034-0553 (ISSN-L)
  • 1936-2722
DOI
10.1598/rrq.39.2.2
OpenAlex
W1972672265
Cited by
687
References
73
FWCI
10.48
Type
journal article
Language
en
Open access
closed

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CoChat. (2026). Citation check: Modeling the effects of intrinsic motivation, extrinsic motivation, amount of reading, and past reading achievement on text comprehension between U.S. and Chinese students. https://app.cochat.ai/papers/10.1598/rrq.39.2.2
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WANG, J. H., & GUTHRIE, J. T. (2004). Modeling the effects of intrinsic motivation, extrinsic motivation, amount of reading, and past reading achievement on text comprehension between U.S. and Chinese students. Reading Research Quarterly. https://doi.org/10.1598/rrq.39.2.2

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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

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