How motivational constructs interact to predict elementary students' reading performance: Examples from attitudes and self-concept in reading

Aiken, 1991

Ainley, 2002, Interest, learning, and the psychological processes that mediate their relationship, Journal of Educational Psychology, 94, 545, 10.1037/0022-0663.94.3.545

Alexander, 1997, College instruction and concomitant changes in students' knowledge, interest, and strategy use: A study of domain learning, Contemporary Educational Psychology, 22, 125, 10.1006/ceps.1997.0927

Ames, 1988, Achievement goals in the classroom: Students' learning strategies and motivation processes, Journal of Educational Psychology, 80, 260, 10.1037/0022-0663.80.3.260

Anderman, 1999, Social predictors of changes in students' achievement goal orientations, Contemporary Educational Psychology, 25, 21, 10.1006/ceps.1998.0978

Anderson, 1988, Growth in reading and how children spend their time outside of school, Reading Research Quarterly, 23, 285, 10.1598/RRQ.23.3.2

Baer, 2007

Baker, 2002, Beginning readers' motivation for reading in relation to parental beliefs and home reading experiences, Reading Psychology, 23, 239, 10.1080/713775283

Baker, 1999, Dimensions of children's motivation for reading and their relations to reading activity and reading achievement, Reading Research Quarterly, 34, 452, 10.1598/RRQ.34.4.4

Bartlett, 1937, The statistical conception of mental factors, British Journal of Psychology, 28, 97

Bond, 2007

Bong, 1996, Problems in academic motivation research and advantages and disadvantages of their solutions, Contemporary Educational Psychology, 21, 149, 10.1006/ceps.1996.0013

Bong, 1998, Tests of the internal/external frames of reference model with subject-specific academic self-efficacy and frame-specific academic self-concepts, Journal of Educational Psychology, 90, 102, 10.1037/0022-0663.90.1.102

Bong, 2003, Academic self-concept and self-efficacy: How different are they really?, Educational Psychology Review, 15, 1, 10.1023/A:1021302408382

Bowey, 1995, Socioeconomic status difference in preschool phonological sensitivity and first-grade reading achievement, Journal of Educational Psychology, 87, 476, 10.1037/0022-0663.87.3.476

Brophy, 2004

Byrne, 1986, On the structure of adolescent self-concept, Journal of Educational Psychology, 78, 474, 10.1037/0022-0663.78.6.474

Byrne, 1996, The Shavelson model revisited: Testing for the structure of academic self-concept across pre-, early, and late adolescents, Journal of Educational Psychology, 88, 215, 10.1037/0022-0663.88.2.215

Cameron, 1994, Reinforcement, reward, and intrinsic motivation: A meta-analysis, Review of Educational Research, 64, 363, 10.3102/00346543064003363

Cameron, 1996, The debate about rewards and intrinsic motivation: Protests and accusations do not alter the results, Review of Educational Research, 66, 39, 10.3102/00346543066001039

Chapman, 1988, Cognitive-motivational characteristics and academic achievement of learning disabled children: A longitudinal study, Journal of Educational Psychology, 80, 357, 10.1037/0022-0663.80.3.357

Chapman, 1995, Development of young children's reading self-concepts: An examination of emerging subcomponents and their relationship with reading achievement, Journal of Educational Psychology, 87, 154, 10.1037/0022-0663.87.1.154

Chapman, 2000, Early reading-related skills and performance, reading self-concept, and the development of academic self-concept: A longitudinal study, Journal of Educational Psychology, 92, 703, 10.1037/0022-0663.92.4.703

Covington, 2001, Intrinsic versus extrinsic motivation: An approach/avoidance reformulation, Educational Psychology Review, 13, 157, 10.1023/A:1009009219144

deCharms, 1968

Deci, 1999, A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation, Psychological Bulletin, 125, 627, 10.1037/0033-2909.125.6.627

Deci, 2001, Extrinsic rewards and intrinsic motivation in education: Reconsidered once again, Review of Educational Research, 71, 1, 10.3102/00346543071001001

Deci, 1985, The general causality orientations scale: Self-determination in personality, Journal of Research in Personality, 19, 109, 10.1016/0092-6566(85)90023-6

Eccles, 2002, Motivational beliefs, values, and goals, Annual Review of Psychology, 53, 109, 10.1146/annurev.psych.53.100901.135153

Eccles, 1998

Elliot, 1999, Approach and avoidance motivation and achievement goals, Educational Psychologist, 34, 169, 10.1207/s15326985ep3403_3

Fabrigar, 1999, Evaluating the use of exploratory factor analysis in psychological research, Psychological Methods, 4, 272, 10.1037/1082-989X.4.3.272

Fishbein, 1975

Gambrell, 1996, Assessing motivation to read, Reading Teacher, 49, 518, 10.1598/RT.49.7.2

Gans, 2003, Comparing the self-concept of students with and without learning disabilities, Journal of Learning Disabilities, 36, 285, 10.1177/002221940303600307

Gates, 1961, Sex differences in reading ability, The Elementary School Journal, 61, 431, 10.1086/459919

Gough, 1986, Decoding, reading, and reading disability, RASE: Remedial & Special Education, 7, 6, 10.1177/074193258600700104

Guay, 2003, Academic self-concept and academic achievement: Developmental perspectives on their causal ordering, Journal of Educational Psychology, 95, 124, 10.1037/0022-0663.95.1.124

Guthrie, 2007, Reading motivation and reading comprehension growth in the later elementary years, Contemporary Educational Psychology, 32, 282, 10.1016/j.cedpsych.2006.05.004

Guthrie, 1999, Motivational and cognitive predictors of text comprehension and reading amount, Scientific Studies of Reading, 3, 231, 10.1207/s1532799xssr0303_3

Harter, 1992, Trait vs. nontrait conceptualizations of intrinsic/extrinsic motivational orientation, Motivation and Emotion, 16, 209, 10.1007/BF00991652

Henson, 2006, Use of exploratory factor analysis in published research: Common errors and some comment on improved practice, Educational and Psychological Measurement, 66, 393, 10.1177/0013164405282485

Hidi, 2006, The four-phase model of interest development, Educational Psychologist, 41, 111, 10.1207/s15326985ep4102_4

Hu, 1999, Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives, Structural Equation Modeling, 6, 1, 10.1080/10705519909540118

Humphreys, 1964, Number of cases and number of factors: An example where N is very large, Educational and Psychological Measurement, 24, 457, 10.1177/001316446402400302

Klecker, 2006, The gender gap in NAEP fourth, eighth, and twelfth-grade reading scores across years, Reading Improvement, 43, 50

Kline, 2005

Kolić-Vehovec, 2008, Motivational components of self-regulated learning and reading strategy use in university students: The role of goal orientation patterns, Learning and Individual Differences, 18, 108, 10.1016/j.lindif.2007.07.005

Leech, 2005

Lepper, 2005, Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates, Journal of Educational Psychology, 97, 184, 10.1037/0022-0663.97.2.184

Lin, 2003, College student intrinsic and/or extrinsic motivation and learning, Learning and Individual Differences, 13, 251, 10.1016/S1041-6080(02)00092-4

Marinak, 2008, Intrinsic motivation and rewards: What sustains young children's engagement with text?, Literacy Research and Instruction, 47, 9, 10.1080/19388070701749546

Markus, 1986, Possible selves, American Psychologist, 41, 954, 10.1037/0003-066X.41.9.954

Marsh, 1986, Verbal and math self-concepts: An internal/external frame of reference model, American Educational Research Journal, 23, 129, 10.3102/00028312023001129

Marsh, 1990, Influences of internal and external frames of reference on the formation of math and English self-concepts, Journal of Educational Psychology, 82, 107, 10.1037/0022-0663.82.1.107

Marsh, 2005, Academic self-concept, interest, grades, and standardized test scores: Reciprocal effects models of causal ordering, Child Development, 76, 397, 10.1111/j.1467-8624.2005.00853.x

Marsh, 1998, Longitudinal structural equation models of academic self-concept and achievement: Gender differences in the development of math and English constructs, American Educational Research Journal, 35, 705, 10.3102/00028312035004705

2007

McKenna, 1995, Children's attitudes toward reading: A national survey, Reading Research Quarterly, 30, 934, 10.2307/748205

Midgley, 2001, Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost?, Journal of Educational Psychology, 93, 77, 10.1037/0022-0663.93.1.77

Mote, 1970, An artifact of the rotation of too few factors: Study orientation vs. trait anxiety, Revista Interamericana de Psicologia, 37, 61

Mullis, 2007

Murphy, 2000, A motivated exploration of motivation terminology, Contemporary Educational Psychology, 25, 3, 10.1006/ceps.1999.1019

National Center for Education Statistics (NCES), 2002

National Institute of Child Health and Human Development (NICHD), 2000

O'Flahaven, 1992, Poll results guide activities of research center, Reading Today, 10, 12

Pintirich, 1993, Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ), Educational and Psychological Measurement, 53, 801, 10.1177/0013164493053003024

Pintrich, 1994, Continuities and discontinuities: Future directions for research in educational psychology, Educational Psychologist, 29, 137, 10.1207/s15326985ep2903_3

Pintrich, 2000, An achievement goal theory perspective on issues in motivation terminology, theory, and research, Contemporary Educational Psychology, 25, 92, 10.1006/ceps.1999.1017

Raudenbush, 2002

Reiss, 2005, Extrinsic and intrinsic motivation at 30: Unresolved scientific issues, Behavior Analyst, 28, 1, 10.1007/BF03392100

Rosenberg, 1979

Ryan, 2000, Intrinsic and extrinsic motivations: Classic definitions and new directions, Contemporary Educational Psychology, 25, 54, 10.1006/ceps.1999.1020

Salonen, 1998, The development of first graders' reading skill as a function of preschool motivational orientation and phonemic awareness, European Journal of Psychology of Education, 13, 155, 10.1007/BF03173087

Schiefele, 1999, Interest and learning from text, Scientific Studies of Reading, 3, 257, 10.1207/s1532799xssr0303_4

Schunk, 1989, Learning goals and children's reading comprehension, Journal of Reading Behavior, 21, 279, 10.1080/10862968909547677

Shavelson, 1976, Self-concept: Validation of construct interpretations, Review of Educational Research, 46, 407, 10.3102/00346543046003407

Tabachnick, 2001

Unrau, 2006, Motivation and its relationship with reading achievement in an urban middle school, Journal of Educational Research, 100, 81, 10.3200/JOER.100.2.81-101

Urdan, 1995, Beyond a two-goal theory of motivation and achievement: A case for social goals, Review of Educational Research, 65, 213, 10.3102/00346543065003213

Valentine, 2004, The relation between self-beliefs and academic achievement: A meta-analytic review, Educational Psychologist, 39, 111, 10.1207/s15326985ep3902_3

Vansteenkiste, 2004, Less is sometimes more: Goal content matters, Journal of Educational Psychology, 96, 755, 10.1037/0022-0663.96.4.755

Vansteenkiste, 2008, Does extrinsic goal framing enhance extrinsic goal-oriented individuals' learning and performance? An experimental test of the match perspective versus self-determination theory, Journal of Educational Psychology, 100, 387, 10.1037/0022-0663.100.2.387

Wallbrown, 1981, Sex differences in reading attitudes, Reading Improvement, 18, 226

Wang, 2004, Modeling the effects of intrinsic motivation, extrinsic motivation, amount of reading, and past reading achievement on text comprehension between U.S. and Chinese students, Reading Research Quarterly, 39, 162, 10.1598/RRQ.39.2.2

Wentzel, 1989, Adolescent classroom goals, standards for performance, and academic achievement: An interactionist perspective, Journal of Educational Psychology, 81, 131, 10.1037/0022-0663.81.2.131

Wentzel, 1996, Social and academic motivation in middle school: Concurrent and long-term relations to academic effort, Journal of Early Adolescence, 16, 390, 10.1177/0272431696016004002

Whang, 1994, Motivation and mathematics achievement: Comparisons between Asian–American and non-Asian students, Contemporary Educational Psychology, 19, 302, 10.1006/ceps.1994.1023

Wigfield, 1997, Change in children's competence beliefs and subjective task values across the elementary school years: A 3-year study, Journal of Educational Psychology, 89, 451, 10.1037/0022-0663.89.3.451

Wigfield, 1997, Relations of children's motivation for reading to the amount and breadth or their reading, Journal of Educational Psychology, 89, 420, 10.1037/0022-0663.89.3.420