Einführung in die Neuere deutsche Literaturwissenschaft

Jeßing, Benedikt; Köhnen, Ralph

doi:10.1007/978-3-476-05046-5

Cited by 56 publications

(1 citation statement)

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“…Therefore, it has to be taken into account that the coding scheme that we developed and used is just one way of differentiating these books. However, categorizations are based on prevalent technical literature (e.g., Brunner & Moritz, 1997; Jeßing & Köhnen, 2007), common measures of type of text (e.g., PISA or NEPS), and expert discussions. In addition, the coding scheme demonstrated satisfactory interrater reliability.…”

Section: Discussionmentioning

confidence: 99%

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

2019

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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.

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Section: Discussionmentioning

confidence: 99%