The DOI matches its Crossref record; 43 of the 43 references it cites were found in a registry or an index.
Relations of children's motivation for reading to the amount and breadth or their reading.
Abstract
The authors explored different aspects of children's reading motivation and how children's motivation related to the amount and breadth of their reading. The reading motives assessed included self-efficacy, intrinsic-extrinsic motivation and goals, and social aspects. Fourth- and 5th-grade children (N = 105) completed a new reading motivation questionnaire twice during a school year. Children's reading amount and breadth were measured using diaries and questionnaires. Children's reading motivation was found to be multidimensional. Their motivation predicted children's reading amount and breadth even when previous amount and breadth were controlled. An intrinsic motivation composite predicted amount and breadth of reading more strongly than did an extrinsic motivation composite. Some aspects of girls' reading motivation were more positive than boys'. Students ' reading amount and breadth contribute substan-tially to several valued aspects of their achievement and performance, such as reading achievement, world knowl-edge, and participation in society. Anderson, Wilson, and Fielding (1988) found that the amount of independent
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Citations
Cites
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Intrinsic Motivation and Self-Determination in Human Behavior
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Cited by
Henson, R. K., & Roberts, J. K. (2006) · Educational and Psychological Measurement · doi:10.1177/0013164405282485 · Cited by 2,454
Dimensions of Reading Motivation and Their Relation to Reading Behavior and Competence
Schiefele, U., Schaffner, E., Möller, J., & Wigfield, A. (2012) · Reading Research Quarterly · doi:10.1002/rrq.030 · Cited by 694
Self-citationDevelopment of Achievement Motivation and Engagement
Wigfield, A., Eccles, J. S., Fredricks, J. A., Simpkins, S., Roeser, R. W., & Schiefele, U. (2015) · Handbook of Child Psychology and Developmental Science · doi:10.1002/9781118963418.childpsy316 · Cited by 646
Self-citationThe nature of feedback: How different types of peer feedback affect writing performance
Nelson, M. M., & Schunn, C. D. (2009) · Instructional Science · doi:10.1007/s11251-008-9053-x · Cited by 602
Instructional Contexts for Engagement and Achievement in Reading
Guthrie, J. T., Wigfield, A., & You, W. (2012) · Handbook of Research on Student Engagement · doi:10.1007/978-1-4614-2018-7_29 · Cited by 479
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Metadata
- Authors
- Wigfield, A., & Guthrie, J. T.
- Venue
- Journal of Educational Psychology
- Published
- 1997-09
- Volume
- 89
- Issue
- 3
- Pages
- 420-432
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2076149548
- Cited by
- 1,312
- References
- 43
- FWCI
- 48.64
- Type
- journal article
- Language
- en
- Open access
- closed
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
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.
