Reciprocal relations between intrinsic reading motivation and reading competence: A comparison between native and immigrant students in Germany

The present study compares native and immigrant students regarding the direction and the strength of the relation between intrinsic reading motivation and reading competence. Within the framework of the German National Educational Panel Study, 4,619 secondary school students were included in the analyses. The present study confirmed the reciprocal cross-lagged effects between intrinsic reading motivation and reading competence from grades 5 to 7 for native students. In addition, the effect of grade 5 intrinsic reading motivation on grade 7 reading competence was mediated by grade 6 reading amount. However, for immigrant students, although the cross-lagged effect of grade 5 reading competence on grade 7 intrinsic reading motivation was significant, the reverse effect was not significant. The present findings suggest that intrinsic reading motivation seems to be essential for the development of reading achievement for native students whereas it seems to be of less importance for immigrant students. HighlightsWhat is already known about this topic?Intrinsic reading motivation and reading competence are significantly and positively correlated with each other. The relation between intrinsic reading motivation and reading competence is mediated by reading amount. In comparison to native students, immigrant students show lower reading competence despite comparable or even higher levels of reading motivation. What this paper addsEmpirical evidence on the reciprocal effects between intrinsic reading motivation and reading competence. Empirical support for the significant indirect effect of intrinsic reading motivation on reading competence through reading amount using longitudinal data. Students' immigration status moderates the direction and the strength of the relation between intrinsic reading motivation and reading competence. Implications for theory, policy, or practiceIncrease in reading competence seems to lead to higher levels of intrinsic reading motivation regardless of students' immigration background. Promoting students' intrinsic reading motivation seems to lead to better reading competence for native students but not for immigrant students. Especially with regard to immigrant students, educators should take the availability of adequate reading opportunities into account.