Cognitive-motivational characteristics of children varying in reading ability: Evidence for learned helplessness in poor readers.
Butkowsky, Irwin S., Willows, Dale M.·1980·Journal of Educational Psychology
Cited by (8)
- Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of LiteracyStanovich, Keith E. · 1986 · Reading Research Quarterly
- Literacy and health outcomes: A systematic review of the literatureDeWalt, Darren A., Berkman, Nancy D., Sheridan, Stacey, Lohr, Kathleen N., Pignone, Michael P. · 2004 · Journal of General Internal Medicine
- Students' goal orientations and cognitive engagement in classroom activities.Judith L. Meece, Phyllis C. Blumenfeld, Rick H. Hoyle · 1988 · Journal of Educational Psychology
- Television is "easy" and print is "tough": The differential investment of mental effort in learning as a function of perceptions and attributions.Salomon, Gavriel · 1984 · Journal of Educational Psychology
- The Role of Dialogue in Providing Scaffolded InstructionPalincsar, Annemarie Sullivan · 1986 · Educational Psychologist
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Cognitive-motivational characteristics of children varying in reading ability: Evidence for learned helplessness in poor readers. https://app.cochat.ai/papers/10.1037//0022-0663.72.3.408
- The paper
- Butkowsky, I. S., & Willows, D. M. (1980). Cognitive-motivational characteristics of children varying in reading ability: Evidence for learned helplessness in poor readers. Journal of Educational Psychology. https://doi.org/10.1037//0022-0663.72.3.408
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
