The DOI matches its Crossref record; 49 of the 49 references it cites were found in a registry or an index.
Intrinsic motivation, perceived competence and classroom engagement as longitudinal predictors of adolescent reading achievement
Abstract
This study investigated the effects of intrinsic motivation, perceived competence, classroom engagement and extrinsic motivation on reading development among youth. Using a nationally representative sample of students in the US, the researchers followed students longitudinally from fifth to eighth grade. Reading achievement was measured using composite tests of vocabulary, reading comprehension and sight-word identification. Hierarchical linear regression was used to examine the effect of students’ perceived intrinsic motivation and competence, as well as teacher rated classroom engagement in the 5th grade, on reading achievement in the 8th grade. Important control variables were utilised such as gender, family SES, race/ethnicity and prior reading achievement. The results showed that intrinsic motivation to read, perceived competence and engagement in 5th grade significantly predict reading achievement in 8th grade. The importance students placed upon grades also predicted reading development. Implications for promoting intrinsic motivation and strong engagement in schools are discussed.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Statistical Power Analysis for the Behavioral Sciences (2nd ed.).
Lachenbruch, P. A., & Cohen, J. (1989) · Journal of the American Statistical Association · doi:10.2307/2290095 · Cited by 37,395
Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions
Ryan, R. M., & Deci, E. L. (2000) · Contemporary Educational Psychology · doi:10.1006/ceps.1999.1020 · Cited by 18,666
Perceived locus of causality and internalization: Examining reasons for acting in two domains.
Ryan, R. M., & Connell, J. P. (1989) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.57.5.749 · Cited by 3,311
Facilitating optimal motivation and psychological well-being across life's domains.
Deci, E. L., & Ryan, R. M. (2008) · Canadian Psychology / Psychologie canadienne · doi:10.1037/0708-5591.49.1.14 · Cited by 2,900
Multiple goals, multiple pathways: The role of goal orientation in learning and achievement
Pintrich, P. R. (2000) · Journal of Educational Psychology · doi:10.1037/0022-0663.92.3.544 · Cited by 2,254
Gresham, F. M., & Elliot, S. N. (2021) · PsycTESTS Dataset · doi:10.1037/t10269-000 · Cited by 1,910
Grant, A. M. (2008) · Journal of Applied Psychology · doi:10.1037/0021-9010.93.1.48 · Cited by 1,842
What teachers say and do to support students' autonomy during a learning activity.
Reeve, J., & Jang, H. (2006) · Journal of Educational Psychology · doi:10.1037/0022-0663.98.1.209 · Cited by 1,583
Lepper, M. R., Corpus, J. H., & Iyengar, S. S. (2005) · Journal of Educational Psychology · doi:10.1037/0022-0663.97.2.184 · Cited by 1,298
Classroom goal structure, student motivation, and academic achievement
Meece, J. L., Anderman, E. M., & Anderman, L. H. (2006) · Annual Review of Psychology · doi:10.1146/annurev.psych.56.091103.070258 · Cited by 1,262
Cited by
Pelikan, E. R., Lüftenegger, M., Holzer, J., Korlat, S., Spiel, C., & Schober, B. (2021) · Zeitschrift für Erziehungswissenschaft · doi:10.1007/s11618-021-01002-x · Cited by 266
Liu, Y., Hau, K., Liu, H., Wu, J., Wang, X., & Zheng, X. (2020) · Journal of Personality · doi:10.1111/jopy.12512 · Cited by 139
Teacher–student relationships, psychological need satisfaction, and happiness among diverse students
Froiland, J. M., Worrell, F. C., & Oh, H. (2019) · Psychology in the Schools · doi:10.1002/pits.22245 · Cited by 123
Self-citationWong, I. H. M., & Wong, T. T. Y. (2021) · Learning and Individual Differences · doi:10.1016/j.lindif.2021.102012 · Cited by 59
van Dijk, W., Gage, N. A., & Grasley‐Boy, N. (2019) · Psychology in the Schools · doi:10.1002/pits.22254 · Cited by 44
Metadata
- Authors
- Froiland, J. M., & Oros, E.
- Venue
- Educational Psychology
- Publisher
- Informa UK Limited
- Published
- 2013-08-05
- Volume
- 34
- Issue
- 2
- Pages
- 119-132
- ISSN
- 0144-3410 (ISSN-L)
- 1469-5820
- OpenAlex
- W2064463593
- Cited by
- 255
- References
- 49
- FWCI
- 14.00
- Type
- journal article
- Language
- en
- Open access
- closed
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Intrinsic motivation, perceived competence and classroom engagement as longitudinal predictors of adolescent reading achievement. https://app.cochat.ai/papers/10.1080/01443410.2013.822964
- The paper
- Froiland, J. M., & Oros, E. (2014). Intrinsic motivation, perceived competence and classroom engagement as longitudinal predictors of adolescent reading achievement. Educational Psychology. https://doi.org/10.1080/01443410.2013.822964
Data sources
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.
