Experiment 1 was carried out to test two overall hypotheses with regard to mind wandering (MW) during reading. Note that these hypotheses are conceptually separate and were originally intended to be investigated in separate experiments. However, for economic and efficiency reasons, we decided to put all instruments into one experiment. The first hypothesis relates to the effect of reading motivation (RM) on MW during reading. We expected that highly motivated readers are more likely to elaborate a text’s contents and to monitor their reading behavior and, as a result, are less likely to experience MW during reading. In other words, we expected MW to be an important mediator process that partially explains the positie relation between RM and comprehension. The second hypothesis states that individuals' general propensity to MW may be decomposed into a ‘positive-constructive’ and a ‘poor-attention’ component (Huba et al., 1981), and that these components differentially affect reading comprehension: the ‘poor-attention’ component is expected to be strongly related to state-level MW during reading, whereas the ‘positive-constructive’ component is not. In contrast, the ‘positive-constructive’ component is expected to be strongly related to elaborative processes during reading whereas the ‘poor-attention’ component is not.