The goal of the present study is to extend previous research on the developmental trajectory of intrinsic reading motivation during early adolescence. Using large-scale panel data on secondary school students in Germany, we examined: (1) the longitudinal measurement invariance of intrinsic reading motivation, (2) the generalizability of the developmental trajectory of intrinsic reading motivation across students’ gender, parental socioeconomic status (SES), and school tracks (academic vs. vocational), and (3) the associations between the developmental trajectory of intrinsic reading motivation and the developmental trajectory of reading proficiency. The scale we used to measure intrinsic reading motivation showed the (strict) measurement invariance across six occasions of measurement from Grades 5 to 10, indicating the high structural similarity (e.g., factor loadings, intercepts) of intrinsic reading motivation during early adolescence. Our analyses of latent growth curve models also confirm previous findings that students tend to experience a steady and significant linear decline in intrinsic reading motivation from Grades 5 to 10. This developmental decline also seems to be more pronounced in size (Δ = − 0.772, p < .001) than previously reported. The developmental decline in intrinsic reading motivation was observed irrespective of students’ gender, parental SES, and school tracks. Male students expressed lower mean-levels of intrinsic reading motivation across the waves and exhibited a steeper motivational decline compared to female students. Despite mean-level differences across the waves, students showed similar degrees of a motivational decline across parental SES and school tracks. Finally, the larger decline in students’ intrinsic reading motivation was associated with the smaller growth of their reading proficiency from Grades 5 to 10. Our study provides further support for the high prevalence of the developmental decline in intrinsic reading motivation during early adolescence, its generalizability across students’ demographic characteristics, and its implications for the development of reading proficiency.

本研究的目的是扩展对早期青春期内在阅读动机发展轨迹的研究。我们使用关于德国中学生的大规模面板数据，研究了：（1）内在阅读动机的纵向测量不变性，（2）内在阅读动机的发展轨迹在学生性别，父母社会经济地位之间的可概括性（ （SES），学校轨迹（学术与职业），以及（3）内在阅读动机的发展轨迹与阅读能力的发展轨迹之间的关联。我们用来衡量内在阅读动机的量表显示了从5年级到10年级的六次测量中的（严格）测量不变性，表示青春期早期内在阅读动机的高度结构相似性（例如，因素负荷，截距）。我们对潜在成长曲线模型的分析还证实了以前的发现，即学生倾向于从5年级到10年级经历内在阅读动机的稳定且显着的线性下降。这种发展下降的规模似乎也更为明显（Δ= − 0.772，p <.001）。观察到内在阅读动机的发展下降，而与学生的性别，父母的SES和学校状况无关。与女生相比，男生在海浪中的内在阅读动机平均水平较低，并且动机下降幅度更大。尽管波浪之间的平均水平存在差异，但学生在父母SES和学校学习成绩上的动机下降程度相似。最后，从5年级到10年级，学生内在阅读动机的下降幅度越大，其阅读能力的增长越小。我们的研究为青少年早期内在阅读动机的发展下降的普遍性及其普遍性提供了进一步的支持。跨学生的人口特征，