The importance of intrinsic reading motivation goes beyond the reading domain: Relations to school performance and motivation in the language domain

Abstract Background Intrinsic reading motivation has often been investigated regarding its relations to reading‐related variables (e.g. reading achievement). Research has paid little attention to the relations between intrinsic reading motivation and variables related to the overarching language domain. We investigated the temporal relations between intrinsic reading motivation, reading achievement, language school performance, language self‐concept, and language intrinsic value. Methods The constructs were measured at three annual measurement waves covering Grades 7–9 with a sample of German secondary school students ( N = 1271). The relations among constructs were analysed using cross‐lagged panel models in structural equation modelling. Results Previous intrinsic reading motivation was found to be positively related to later reading achievement, language school performance, and language self‐concept. The patterns of relations were found to be stable across the two time lags and remained when including students' gender, secondary school track, and socio‐economic status as covariates. Conclusions This study underscores the importance of intrinsic reading motivation which does not only address other reading‐related variables but also motivational and achievement variables of the language domain.