A Meta-Analytic Review of the Relations Between Motivation and Reading Achievement for K–12 Students

Toste, Jessica R.; Didion, Lisa; Peng, Peng; Filderman, Marissa J.; McClelland, Amanda M.

doi:10.3102/0034654320919352

Cited by 270Reading and Literacy DevelopmentEducation, Achievement, and GiftednessLiteracy and Educational Practices

A Meta-Analytic Review of the Relations Between Motivation and Reading Achievement for K–12 Students

Open access

Toste, Jessica R., Didion, Lisa, Peng, Peng, Filderman, Marissa J., McClelland, Amanda M.·2020·Review of Educational Research

DOI 10.3102/0034654320919352

Open this paper in CoChat — free account

Abstract

The purpose of this meta-analytic review was to investigate the relation between motivation and reading achievement among students in kindergarten through 12th grade. A comprehensive search of peer-reviewed published research resulted in 132 articles with 185 independent samples and 1,154 reported effect sizes (Pearson’s r). Results of our random-effects metaregression model indicate a significant, moderate relation between motivation and reading, r = .22, p < .001. Moderation analyses revealed that the motivation construct being measured influenced the relation between motivation and reading. There were no other significant moderating or interaction effects related to reading domain, sample type, or grade level. Evidence to support the bidirectional nature of the relation between motivation and reading was provided through longitudinal analyses, with findings suggesting that earlier reading is a stronger predictor of later motivation than motivation is of reading. Taken together, the findings from this meta-analysis provide a better understanding of how motivational processes relate to reading performance, which has important implications for developing effective instructional practices and fostering students’ active engagement in reading. Theoretical and practical implications of these findings for reading development are discussed.

Integrity signals

Registry

Crossref · 10.3102/0034654320919352

Cites

88 of 88 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

At-risk status might impede the effects of extensive reading because struggling readers are generally less prone to engage in reading and might thus benefit less from extensive reading.
“Alternatively, at-risk status might impede the effects of ER because struggling readers are generally less prone to engage in reading (Schiefele et al., 2012;Toste et al., 2020) and might thus benefit less from ER.”
From Learning a Language Through Reading: A Meta-analysis of Studies on the Effects of Extensive Reading on Second and Foreign Language Learning (2025) · cites this paper as Toste et al., 2020

Statistical Power Analysis for the Behavioral Sciences
Muller, K. E., & Cohen, J. (1989) · Technometrics · doi:10.2307/1270020 · Cited by 99,588 · see citing works
Bias in meta-analysis detected by a simple, graphical test
Egger, M., Smith, G. D., Schneider, M., & Minder, C. (1997) · BMJ · doi:10.1136/bmj.315.7109.629 · Cited by 56,722 · see citing works
Applied Multiple Regression/Correlation Analysis for the Behavioral Sciences
Cohen, P., Cohen, P., West, S. G., & Aiken, L. S. (2014) · Psychology Press eBooks · doi:10.4324/9781410606266 · Cited by 20,819 · see citing works
An attributional theory of achievement motivation and emotion
Weiner, B. (1985) · Psychological Review · doi:10.1037/0033-295x.92.4.548 · Cited by 7,846 · cited 1× · see citing works
“That is to say, academic performance is a predictor of psychosocial development and these factors reciprocally influence academic performance (e.g., Pekrun et al., 2002; Weiner, 1985).”
Background
Recommendations for examining and interpreting funnel plot asymmetry in meta-analyses of randomised controlled trials
Sterne, J. A. C., Sutton, A. J., Ioannidis, J. P. A., Terrin, N., Jones, D. R., Lau, J., Carpenter, J., Rucker, G., Harbord, R. M., Schmid, C. H., et al. (2011) · BMJ · doi:10.1136/bmj.d4002 · Cited by 7,709 · see citing works
Motivation in Education: Theory, Research, and Applications
Pintrich, P. R., & Schunk, D. H. (1995) · Cited by 5,724 · see citing works
Preventing Reading Difficulties in Young Children
National Research Council (1998) · National Academies Press eBooks · doi:10.17226/6023 · Cited by 5,508 · see citing works
Handbook of educational psychology
(1997) · Choice Reviews Online · doi:10.5860/choice.34-3084 · Cited by 4,850 · see citing works
Handbook of Competence and Motivation
Elliot, A. J., & Dweck, C. S. (2013) · Cited by 4,671 · see citing works
Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002) · Educational Psychologist · doi:10.1207/s15326985ep3702_4 · Cited by 3,931 · see citing works
A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts.
Pintrich, P. R. (2003) · Journal of Educational Psychology · doi:10.1037/0022-0663.95.4.667 · Cited by 3,164 · see citing works
Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation.
Multon, K. D., Brown, S. D., & Lent, R. W. (1991) · Journal of Counseling Psychology · doi:10.1037/0022-0167.38.1.30 · Cited by 2,309 · see citing works
Beyond Cold Conceptual Change: The Role of Motivational Beliefs and Classroom Contextual Factors in the Process of Conceptual Change
Pintrich, P. R., Marx, R. W., & Boyle, R. A. (1993) · Review of Educational Research · doi:10.3102/00346543063002167 · Cited by 2,222 · see citing works
Robust variance estimation in meta‐regression with dependent effect size estimates
Hedges, L. V., Tipton, E., & Johnson, M. C. (2010) · Research Synthesis Methods · doi:10.1002/jrsm.5 · Cited by 2,086 · see citing works
A Brief Social-Belonging Intervention Improves Academic and Health Outcomes of Minority Students
Walton, G. M., & Cohen, G. L. (2011) · Science · doi:10.1126/science.1198364 · Cited by 1,992 · cited 1× · see citing works
“Thus, these processes are selfreinforcing in nature (Walton & Cohen, 2011; Yeager & Walton, 2011).”
Background
Basics of meta‐analysis: <i>I</i> <sup>2</sup> is not an absolute measure of heterogeneity
Borenstein, M., Higgins, J. P. T., Hedges, L. V., & Rothstein, H. R. (2017) · Research Synthesis Methods · doi:10.1002/jrsm.1230 · Cited by 1,848 · see citing works
Intrinsic Versus Extrinsic Goal Contents in Self-Determination Theory: Another Look at the Quality of Academic Motivation
Vansteenkiste, M., Lens, W., & Deci, E. L. (2006) · Educational Psychologist · doi:10.1207/s15326985ep4101_4 · Cited by 1,794 · see citing works
Stages of reading development
Chall, J. S. (1983) · Medical Entomology and Zoology · Cited by 1,705 · see citing works
Self-Efficacy and Academic Motivation
NC DOCKS at The University of North Carolina at Greensboro, & Schunk, D. H. (1991) · NC Digital Online Collection of Knowledge and Scholarship (The University of North Carolina at Greensboro) · Cited by 1,426 · see citing works
Social-Psychological Interventions in Education: They’re Not Magic
Yeager, D. S., & Walton, G. M. (2011) · Review of Educational Research · doi:10.3102/0034654311405999 · Cited by 1,345 · see citing works
Relations of children's motivation for reading to the amount and breadth of their reading.
Wigfield, A., & Guthrie, J. T. (1997) · Journal of Educational Psychology · doi:10.1037/0022-0663.89.3.420 · Cited by 1,314 · see citing works
Interpreting effect sizes of education interventions
Kraft, M. A. (2020) · Educational Researcher · doi:10.3102/0013189x20912798 · Cited by 1,281 · see citing works
New Developments in Goal Setting and Task Performance
Locke, E. A. (2013) · Routledge eBooks · doi:10.4324/9780203082744 · Cited by 1,255 · see citing works
Handbook of Reading Research
Pearson, P. D. (2016) · Routledge eBooks · doi:10.4324/9781315200651 · Cited by 1,151 · see citing works
Motivation and Self-Regulated Learning
(2012) · Routledge eBooks · doi:10.4324/9780203831076 · Cited by 1,101 · see citing works
Explaining the Differences Between the Dyslexic and the Garden-Variety Poor Reader
Stanovich, K. E. (1988) · Journal of Learning Disabilities · doi:10.1177/002221948802101003 · Cited by 1,080 · see citing works
Children's competence and value beliefs from childhood through adolescence: Growth trajectories in two male-sex-typed domains.
Fredricks, J. A., & Eccles, J. S. (2002) · Developmental Psychology · doi:10.1037/0012-1649.38.4.519 · Cited by 1,050 · see citing works
Continuity of academic intrinsic motivation from childhood through late adolescence: A longitudinal study.
Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (2001) · Journal of Educational Psychology · doi:10.1037/0022-0663.93.1.3 · Cited by 941 · see citing works
A Motivated Exploration of Motivation Terminology
Murphy, P. K., & Alexander, P. A. (2000) · Contemporary Educational Psychology · doi:10.1006/ceps.1999.1019 · Cited by 922 · see citing works
Interpretation of Educational Measurements
Freeman, F. S., & Kelley, T. L. (1928) · The American Journal of Psychology · doi:10.2307/1414476 · Cited by 865 · see citing works
Psychological perspectives on the self
Hampson, S. E. (1985) · Personality and Individual Differences · doi:10.1016/0191-8869(85)90049-2 · Cited by 806 · see citing works
Developmental lag versus deficit models of reading disability: A longitudinal, individual growth curves analysis.
Francis, D. J., Shaywitz, S. E., Stuebing, K. K., Shaywitz, B. A., & Fletcher, J. M. (1996) · Journal of Educational Psychology · doi:10.1037/0022-0663.88.1.3 · Cited by 802 · see citing works
Academic intrinsic motivation in elementary and junior high school students.
Gottfried, A. E. (1985) · Journal of Educational Psychology · doi:10.1037/0022-0663.77.6.631 · Cited by 725 · see citing works
The effects of contingent and noncontingent rewards and controls on intrinsic motivation
Deci, E. L. (1972) · Organizational Behavior and Human Performance · doi:10.1016/0030-5073(72)90047-5 · Cited by 721 · see citing works
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 · see citing works
Modeling the effects of intrinsic motivation, extrinsic motivation, amount of reading, and past reading achievement on text comprehension between U.S. and Chinese students
Wang, J. H.-Y., & Guthrie, J. T. (2004) · Reading Research Quarterly · doi:10.1598/rrq.39.2.2 · Cited by 687 · see citing works
Motivation Interventions in Education: A Meta-Analytic Review
Lazowski, R. A., & Hulleman, C. S. (2016) · Review of Educational Research · doi:10.3102/0034654315617832 · Cited by 607 · see citing works
The importance of motivation as a predictor of school achievement
Steinmayr, R., & Spinath, B. (2008) · Learning and Individual Differences · doi:10.1016/j.lindif.2008.05.004 · Cited by 592 · see citing works
The murky distinction between self-concept and self-efficacy: Beware of lurking jingle-jangle fallacies.
Marsh, H. W., Pekrun, R., Parker, P. D., Murayama, K., Guo, J., Dicke, T., & Arens, A. K. (2019) · Journal of Educational Psychology · doi:10.1037/edu0000281 · Cited by 535 · see citing works
Self‐Concepts, Domain Values, and Self‐Esteem: Relations and Changes at Early Adolescence
Eccles, J. S., Wigfield, A., Flanagan, C. A., Miller, C. R., Reuman, D. A., & Yee, D. K. (1989) · Journal of Personality · doi:10.1111/j.1467-6494.1989.tb00484.x · Cited by 495 · see citing works
Is There a Bidirectional Relationship between Children's Reading Skills and Reading Motivation?
Morgan, P. L., & Fuchs, D. (2007) · Exceptional Children · doi:10.1177/001440290707300203 · Cited by 477 · see citing works
Performance Trajectories and Performance Gaps as Achievement Effect-Size Benchmarks for Educational Interventions
Bloom, H. S., Hill, C. J., Black, A. R., & Lipsey, M. W. (2008) · Journal of Research on Educational Effectiveness · doi:10.1080/19345740802400072 · Cited by 477 · see citing works
Contributions of Concept-Oriented Reading Instruction to Knowledge About Interventions for Motivations in Reading
Guthrie, J. T., McRae, A., & Klauda, S. L. (2007) · Educational Psychologist · doi:10.1080/00461520701621087 · Cited by 425 · see citing works
Psychological and EducaTional Perspectives on Learning Disabilities
Weller, C. (1986) · Journal of Learning Disabilities · doi:10.1177/002221948601901013 · Cited by 417 · see citing works
Effects of motivational and cognitive variables on reading comprehension
Taboada, A., Tonks, S. M., Wigfield, A., & Guthrie, J. T. (2008) · Reading and Writing · doi:10.1007/s11145-008-9133-y · Cited by 392 · see citing works
Development of Achievement Motivation
(2002) · Elsevier eBooks · doi:10.1016/b978-0-12-750053-9.x5000-1 · Cited by 382 · see citing works
The Complex World of Adolescent Literacy: Myths, Motivations, and Mysteries
BIRR MOJE, E., OVERBY, M., TYSVAER, N., & MORRIS, K. (2008) · Harvard Educational Review · doi:10.17763/haer.78.1.54468j6204x24157 · Cited by 374 · see citing works
Early reading-related skills and performance, reading self-concept, and the development of academic self-concept: A longitudinal study.
Chapman, J. W., Tunmer, W. E., & Prochnow, J. E. (2000) · Journal of Educational Psychology · doi:10.1037/0022-0663.92.4.703 · Cited by 342 · see citing works
Motivation Terminology in Reading Research: A Conceptual Review
Conradi, K., Jang, B. G., & McKenna, M. C. (2013) · Educational Psychology Review · doi:10.1007/s10648-013-9245-z · Cited by 315 · see citing works
Development of perception of own attainment and causal attributions for success and failure in reading.
Nicholls, J. G. (1979) · Journal of Educational Psychology · doi:10.1037/0022-0663.71.1.94 · Cited by 294 · see citing works
A longitudinal study of beginning reading achievement and reading self‐concept
Chapman, J. W., & Tunmer, W. E. (1997) · British Journal of Educational Psychology · doi:10.1111/j.2044-8279.1997.tb01244.x · Cited by 278 · see citing works
The importance of intrinsic motivation for high and low ability readers' reading comprehension performance
Logan, S., Medford, E., & Hughes, N. (2010) · Learning and Individual Differences · doi:10.1016/j.lindif.2010.09.011 · Cited by 276 · see citing works
On the effects of motivation on reading performance growth in secondary school
Retelsdorf, J., Köller, O., & Møller, J. (2010) · Learning and Instruction · doi:10.1016/j.learninstruc.2010.11.001 · Cited by 260 · see citing works
Reading strategy use and motivation among Chinese good and poor readers in Hong Kong
Lau, K., & Chan, D. W. (2003) · Journal of Research in Reading · doi:10.1111/1467-9817.00195 · Cited by 245 · see citing works
A meta-analysis of the relationship between student attitudes towards reading and achievement in reading
Petscher, Y. (2009) · Journal of Research in Reading · doi:10.1111/j.1467-9817.2009.01418.x · Cited by 230 · see citing works
I can do this! The development and calibration of children’s expectations for success and competence beliefs
Muenks, K., Wigfield, A., & Eccles, J. (2018) · Developmental Review · doi:10.1016/j.dr.2018.04.001 · Cited by 227 · see citing works
Individual Differences in Reading Development: A Review of 25 Years of Empirical Research on Matthew Effects in Reading
Pfost, M., Hattie, J., Dörfler, T., & Artelt, C. (2014) · Review of Educational Research · doi:10.3102/0034654313509492 · Cited by 224 · see citing works
Gender differences in reading motivation: does sex or gender identity provide a better account?
McGeown, S. P., Goodwin, H., Henderson, N. A., & Wright, P. (2011) · Journal of Research in Reading · doi:10.1111/j.1467-9817.2010.01481.x · Cited by 216 · see citing works
Reading Instruction Grouping for Students with Reading Difficulties
Vaughn, S. R., Linan‐Thompson, S., Kouzekanani, K., Bryant, D. P., Dickson, S. V., & Blozis, S. A. (2003) · Remedial and Special Education · doi:10.1177/07419325030240050501 · Cited by 198 · see citing works
Does Early Reading Failure Decrease Children's Reading Motivation?
Morgan, P. L., Fuchs, D., Compton, D. L., Cordray, D. S., & Fuchs, L. S. (2008) · Journal of Learning Disabilities · doi:10.1177/0022219408321112 · Cited by 192 · see citing works
Reading Amount as a Mediator of the Effects of Intrinsic and Extrinsic Reading Motivation on Reading Comprehension
Schaffner, E., Schiefele, U., & Ulferts, H. (2013) · Reading Research Quarterly · doi:10.1002/rrq.52 · Cited by 176 · see citing works
Three methods for studying developmental change: A case of reading skills and self‐concept
Aunola, K., Leskinen, E., Onatsu‐Arvilommi, T., & Nurmi, J. (2002) · British Journal of Educational Psychology · doi:10.1348/000709902320634447 · Cited by 169 · see citing works
The role of reading self-concept and home literacy practices in fourth grade reading comprehension
Katzir, T., Lesaux, N. K., & Kim, Y.-S. (2008) · Reading and Writing · doi:10.1007/s11145-007-9112-8 · Cited by 164 · see citing works
Notes on the theory and metatheory of intrinsic motivation
Deci, E. L. (1976) · Organizational Behavior and Human Performance · doi:10.1016/0030-5073(76)90033-7 · Cited by 149 · see citing works
Learned helplessness in humans: A developmental analysis
Fincham, F. D., & Cain, K. M. (1986) · Developmental Review · doi:10.1016/0273-2297(86)90016-x · Cited by 135 · see citing works
Teacher Identities, Beliefs, and Goals Related to Emotions in the Classroom
Schutz, P. A., Francis, D. C., Hong, J. Y., & Osbon, J. N. (2007) · Elsevier eBooks · doi:10.1016/b978-012372545-5/50014-9 · Cited by 131 · see citing works
Reciprocal Effects between Reading Achievement and Intrinsic and Extrinsic Reading Motivation
Hebbecker, K., Förster, N., & Souvignier, E. (2019) · Scientific Studies of Reading · doi:10.1080/10888438.2019.1598413 · Cited by 126 · see citing works
Writing and Reading in the Elementary Grades: Developmental Trends Among Low SES Children
Chall, J. S., & Jacobs, V. A. (1983) · Language Arts · doi:10.58680/la198326312 · Cited by 121 · see citing works
Family history, self‐perceptions, attitudes and cognitive abilities are associated with early adolescent reading skills
Conlon, E. G., Zimmer‐Gembeck, M. J., Creed, P. A., & Tucker, M. (2006) · Journal of Research in Reading · doi:10.1111/j.1467-9817.2006.00290.x · Cited by 102 · see citing works
Matthew Effects for Whom?
Morgan, P. L., Farkas, G., & Hibel, J. (2008) · Learning Disability Quarterly · doi:10.2307/25474651 · Cited by 100 · see citing works
Matthew effects in children with learning disabilities: Development of reading, IQ, and psychosocial problems from grade 2 to grade 8
Scarborough, H. S., & Parker, J. D. (2003) · Annals of Dyslexia · doi:10.1007/s11881-003-0004-6 · Cited by 98 · see citing works
PUBLICATION BIAS
VEVEA, J. L., COBURN, K., & SUTTON, A. (2019) · The Handbook of Research Synthesis and Meta-Analysis · doi:10.7758/9781610448864.21 · Cited by 96 · see citing works
Adolescents’ motivation for reading: group differences and relation to standardized achievement
Wolters, C. A., Denton, C. A., York, M. J., & Francis, D. J. (2013) · Reading and Writing · doi:10.1007/s11145-013-9454-3 · Cited by 96 · see citing works
A Longitudinal Study of the Role of Reading Motivation in Primary Students’ Reading Comprehension: Implications for a Less Simple View of Reading
Cartwright, K. B., Marshall, T. R., & Wray, E. (2015) · Reading Psychology · doi:10.1080/02702711.2014.991481 · Cited by 80 · see citing works
Reciprocal Effects of Self-Regulation, Semantic Knowledge, and Reading Comprehension in Early Elementary School
Connor, C. M., Day, S., Phillips, B. M., Sparapani, N., Ingebrand, S. W., McLean, L., Barrus, A., & Kaschak, M. P. (2016) · Child Development · doi:10.1111/cdev.12570 · Cited by 76 · see citing works
Item-Specific Efficacy Judgments in Mathematical Problem Solving: The Downside of Standing Too Close to Trees in a Forest
Marsh, H. W., Roche, L. A., Pajares, F., & Miller, D. (1997) · Contemporary Educational Psychology · doi:10.1006/ceps.1997.0942 · Cited by 75 · see citing works
Alterable predictors of child well-being in the Chicago longitudinal study
Reynolds, A. J., & Ou, S. (2004) · Children and Youth Services Review · doi:10.1016/j.childyouth.2003.11.005 · Cited by 62 · see citing works
Age-related changes in children’s understanding of effort and ability: Implications for attribution theory and motivation
Folmer, A. S., Cole, D. A., Sigal, A. B., Benbow, L. D., Satterwhite, L. F., Swygert, K. E., & Ciesla, J. A. (2007) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2007.09.003 · Cited by 61 · see citing works
Motivation
Jang, B. G., Conradi, K., McKenna, M. C., & Jones, J. S. (2015) · The Reading Teacher · doi:10.1002/trtr.1365 · Cited by 44 · see citing works
Children's Academic Intrinsic Motivation Inventory
(2007) · Encyclopedia of Measurement and Statistics · doi:10.4135/9781412952644.n80 · Cited by 39 · see citing works
Motivating Struggling Readers in an Era of Mandated Instructional Practices
Margolis, H., & McCabe, P. P. (2006) · Reading Psychology · doi:10.1080/02702710600848023 · Cited by 32 · see citing works
ROBUMETA: Stata module to perform robust variance estimation in meta-regression with dependent effect size estimates
Hedberg, E. C. (2011) · RePEc: Research Papers in Economics · Cited by 31 · see citing works
Using simulations to investigate the longitudinal stability of alternative schemes for classifying and identifying children with reading disabilities
Schatschneider, C. W., Wagner, R. K., Hart, S. A., & Tighe, E. L. (2016) · Scientific Studies of Reading · doi:10.1080/10888438.2015.1107072 · Cited by 26 · see citing works
Stable or situated understandings of adolescent reading engagement across readers and raters
Neugebauer, S. R. (2016) · The Journal of Educational Research · doi:10.1080/00220671.2014.968914 · Cited by 16 · see citing works
Distinct and Overlapping Dimensions of Reading Motivation in Commonly Used Measures in Schools
Neugebauer, S. R., & Fujimoto, K. (2018) · Assessment for Effective Intervention · doi:10.1177/1534508418819793 · Cited by 15 · see citing works
A PICTURE‐STORY TECHNIQUE TO UNCOVER COVERT ATTITUDES ASSOCIATED WITH READING FAILURE
Lipsky, J. A. (1983) · Reading Psychology · doi:10.1080/0270271830040205 · Cited by 7 · see citing works
The Correlation among Reading Attitude, Interpersonal Intellegence and Reading Comprehension
Widyasari, F. E. (2016) · Arab World English Journal · doi:10.24093/awej/vol7no2.19 · Cited by 6 · see citing works
Motivation and engagement in language and literacy development
Snow, C. E. (2017) · John Benjamins Publishing Company eBooks · doi:10.1075/z.206.09sno · Cited by 3 · see citing works

Flagged first, then by citations

Sorted by citations

Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations
Bureau, J. S., Howard, J. L., Chong, J. X. Y., & Guay, F. (2022) · Review of Educational Research · doi:10.3102/00346543211042426 · Cited by 414 · see citing works
“Recent meta-analyses have demonstrated that motivation types related differently to a wide range of outcomes across education and physical education fields of research (Howard et al., 2020; Howard et al., 2021; Toste et al., 2020; Vasconcellos et al., 2020).”
Background
Home Scholarly Culture, Book Selection Reason, and Academic Performance: Pathways to Book Reading Interest among Secondary School Students
Vuong, Q., Nguyen, M., Le, T.-T., Ho, M.-T., Huyen, N. T. T., & Le, T.-T. (2021) · European Journal of Investigation in Health Psychology and Education · doi:10.3390/ejihpe11020034 · Cited by 103 · see citing works
COVID-19 Pandemic and Student Reading Achievement: Findings From a School Panel Study
Ludewig, U., Kleinkorres, R., Schaufelberger, R., Schlitter, T., Lorenz, R., König, C., Frey, A., & McElvany, N. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.876485 · Cited by 95 · see citing works
Affordances and challenges of technology-assisted language learning for motivation: A systematic review
Bahari, A. (2022) · Interactive Learning Environments · doi:10.1080/10494820.2021.2021246 · Cited by 66 · see citing works
Effectiveness of Interventions that Foster Reading Motivation: a Meta-analysis
van der Sande, L., van Steensel, R., Fikrat‐Wevers, S., & Arends, L. R. (2023) · Educational Psychology Review · doi:10.1007/s10648-023-09719-3 · Cited by 96 · see citing works
Literacy skills seem to fuel literacy enjoyment, rather than vice versa
van Bergen, E., Hart, S. A., Latvala, A., Vuoksimaa, E., Tolvanen, A. J., & Torppa, M. (2022) · Developmental Science · doi:10.1111/desc.13325 · Cited by 47 · see citing works
Assessing and Mapping Reading and Writing Motivation in Third to Eight Graders: A Self-Determination Theory Perspective
Smedt, F. D., Rogiers, A., Heirweg, S., Merchie, E., & Keer, H. V. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.01678 · Cited by 46 · see citing works
The Role of Reading Anxiety among Struggling Readers in Fourth and Fifth Grade
Macdonald, K. T., Cirino, P. T., Miciak, J., & Grills, A. E. (2021) · Reading & Writing Quarterly · doi:10.1080/10573569.2021.1874580 · Cited by 44 · see citing works
Using Machine Learning Approaches to Explore Non-Cognitive Variables Influencing Reading Proficiency in English among Filipino Learners
Bernardo, A. B. I., Cordel, M. O., Lucas, R. I. G., Teves, J. M. M., Yap, S. A., & Chua, U. C. (2021) · Education Sciences · doi:10.3390/educsci11100628 · Cited by 51 · see citing works
Choose wisely: intrinsic motivation for enrollment is associated with ongoing intrinsic learning motivation, study success and dropout
Messerer, L. A. S., Karst, K., & Janke, S. (2022) · Studies in Higher Education · doi:10.1080/03075079.2022.2121814 · Cited by 38 · see citing works
Which comes first? Modeling longitudinal associations among self-efficacy, motivation, and academic achievement
Li, J., Wang, C., & King, R. B. (2024) · System · doi:10.1016/j.system.2024.103268 · Cited by 49 · see citing works
Assessing Writing Motivation: a Systematic Review of K-5 Students' Self-Reports
Alves-Wold, A., Walgermo, B. R., McTigue, E. M., & Uppstad, P. H. (2023) · Educational Psychology Review · doi:10.1007/s10648-023-09732-6 · Cited by 36 · see citing works
Domain-specific motivation and self-assessment practice as mechanisms linking perceived need-supportive teaching to student achievement
Mendoza, N. B., Yan, Z., & King, R. B. (2022) · European Journal of Psychology of Education · doi:10.1007/s10212-022-00620-1 · Cited by 33 · see citing works
Predicting fourth grade digital reading comprehension: A secondary data analysis of (e)PIRLS 2016
Cho, B., Hwang, H., & Jang, B. G. (2020) · International Journal of Educational Research · doi:10.1016/j.ijer.2020.101696 · Cited by 31 · see citing works
The mediating effects of reading amount and strategy use in the relationship between intrinsic reading motivation and comprehension: differences between Grade 4 and Grade 6 students
Liao, X., Zhu, X., & Zhao, P. (2021) · Reading and Writing · doi:10.1007/s11145-021-10218-6 · Cited by 29 · see citing works
Academic motivation decreases across adolescence for youth with and without attention‐deficit/hyperactivity disorder: Effects of motivation on academic success
Smith, Z. R., Flax, M., Becker, S. P., & Langberg, J. M. (2023) · Journal of Child Psychology and Psychiatry · doi:10.1111/jcpp.13815 · Cited by 28 · see citing works
General and special education teachers’ knowledge about reading comprehension processes and instructional practices
Jakobson, K., Soodla, P., & Aro, M. T. (2022) · Reading and Writing · doi:10.1007/s11145-022-10280-8 · Cited by 35 · see citing works
Building Academic Resilience in Literacy: Digital Reading Practices and Motivational and Cognitive Engagement
Jang, E., Seo, Y. S., & Brutt‐Griffler, J. (2022) · Reading Research Quarterly · doi:10.1002/rrq.486 · Cited by 38 · see citing works
Social–Emotional Skills Correlate with Reading Ability among Typically Developing Readers: A Meta-Analysis
Yu, L., Yu, J. J., & Tong, X. (2023) · Education Sciences · doi:10.3390/educsci13020220 · Cited by 27 · see citing works
Family values, parent roles, and life challenges: Parent reflections on the factors shaping long‐term interest development for young children and their families participating in an early childhood engineering program
Pattison, S. A., Ramos‐Montañez, S., & Svarovsky, G. (2022) · Science Education · doi:10.1002/sce.21763 · Cited by 30 · see citing works
Indirect Effects of Early Shared Reading and Access to Books on Reading Vocabulary in Middle Childhood
McNally, S., Leech, K. A., Corriveau, K. H., & Daly, M. (2023) · Scientific Studies of Reading · doi:10.1080/10888438.2023.2220846 · Cited by 26 · see citing works
Dyslexia in the twenty-first century: a commentary on the IDA definition of dyslexia
Elliott, J. G., & Grigorenko, E. L. (2024) · Annals of Dyslexia · doi:10.1007/s11881-024-00311-0 · Cited by 26 · see citing works
Comorbid Learning Difficulties in Reading and Mathematics: The Role of Intelligence and In-Class Attentive Behavior
Geary, D. C., Hoard, M. K., Nugent, L. D., Ünal, Z. E., & Scofield, J. E. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.572099 · Cited by 27 · see citing works
Skill or will? The respective contribution of motivational and behavioural characteristics to secondary school students' reading comprehension
Ammel, K. V., Aesaert, K., Smedt, F. D., & Keer, H. V. (2021) · Journal of Research in Reading · doi:10.1111/1467-9817.12356 · Cited by 28 · see citing works
A study of cash waqf contribution between millennials of Malaysia and Indonesia
Pitchay, A. A., Sukmana, R., Ratnasari, R. T., & Jalil, M. I. A. (2022) · International Journal of Islamic and Middle Eastern Finance and Management · doi:10.1108/imefm-01-2022-0034 · Cited by 32 · see citing works
Leadership Style, Commitment, and Work Motivation on Job Satisfaction and Teacher Performance at the Vocational School of Multi Mekanik Masmur Pekanbaru
Gusriani, D., Komardi, D., & Panjaitan, H. P. (2022) · Journal of Applied Business and Technology · doi:10.35145/jabt.v3i2.95 · Cited by 24 · see citing works
Adolescents' perspectives on the barriers to reading for pleasure
Webber, C., Wilkinson, K., Duncan, L. G., & McGeown, S. P. (2023) · Literacy · doi:10.1111/lit.12359 · Cited by 23 · see citing works
Gender Differences in Text‐Based Interest: Text Characteristics as Underlying Variables
Lepper, C., Stang‐Rabrig, J., & McElvany, N. (2021) · Reading Research Quarterly · doi:10.1002/rrq.420 · Cited by 26 · see citing works
How Are Self-Determination Components Taught to Improve Reading Outcomes for Elementary Students With or At Risk for Learning Disabilities?
Didion, L. A., Toste, J. R., Benz, S. A., & Shogren, K. A. (2021) · Learning Disability Quarterly · doi:10.1177/0731948721989328 · Cited by 22 · see citing works
Self-citation
The roles of motivation and engagement in computer-based assessment of children's reading comprehension
Ronimus, M., Tolvanen, A. J., & Hautala, J. (2022) · Learning and Individual Differences · doi:10.1016/j.lindif.2022.102197 · Cited by 24 · see citing works
Augmented Reality Books: Motivation, Attitudes, and Behaviors of Young Readers
Roumba, E., & Nicolaidou, I. A. (2022) · International Journal of Interactive Mobile Technologies (iJIM) · doi:10.3991/ijim.v16i16.31741 · Cited by 22 · see citing works
A Meta-Analysis of the Relation Between Syntactic Skills and Reading Comprehension: A Cross-Linguistic and Developmental Investigation
Tong, X., Yu, L., & Deacon, S. H. (2024) · Review of Educational Research · doi:10.3102/00346543241228185 · Cited by 26 · see citing works
Reading Anxiety, Engagement, and Achievement: A Comparison of Emergent Bilinguals and English Monolinguals in the Elementary Grades
Barber, A. T., Klauda, S. L., & Wang, W. (2021) · Reading Research Quarterly · doi:10.1002/rrq.398 · Cited by 22 · see citing works
Students' and schools' expectancy-value beliefs are associated with reading achievement: A cross-cultural study
Li, J., King, R. B., Wang, Y., Leung, S. O., & Wang, C. (2023) · Learning and Individual Differences · doi:10.1016/j.lindif.2023.102344 · Cited by 20 · see citing works
The Synergy of School Climate, Motivation, and Academic Emotions: A Predictive Model for Learning Strategies and Reading Comprehension
Dimitropoulou, P., Filippatou, D., Gkoutzourela, S., Γρίβα, Α., Pachiti, I., & Michaelides, M. P. (2025) · Behavioral Sciences · doi:10.3390/bs15040503 · Cited by 33 · see citing works
The Intersection of Persuasive System Design and Personalization in Mobile Health: Statistical Evaluation
McGowan, A., Sittig, S., Bourrie, D. M., Benton, R., & Iyengar, S. (2022) · JMIR mhealth and uhealth · doi:10.2196/40576 · Cited by 20 · see citing works
In pursuit of beginning teachers’ competence in promoting reading motivation: A mixed-methods study into the impact of a continuing professional development program
Vansteelandt, I., Mol, S., Vanderlinde, R., Lerkkanen, M.-K., & van Keer, H. (2020) · Teaching and Teacher Education · doi:10.1016/j.tate.2020.103154 · Cited by 19 · see citing works
Latent profiles of attitudes toward print and digital reading among adolescents
Jang, B. G., Ryoo, J. H., & Conradi, K. (2020) · Reading and Writing · doi:10.1007/s11145-020-10104-7 · Cited by 18 · see citing works
Motivation and Evaluation in Education from the Sustainability Perspective: A Review of the Scientific Literature
Santamaría, J. S., Cervantes, B. I. B., López-Garrido, F.-M., & Alcalá, D. H. (2021) · Sustainability · doi:10.3390/su13074047 · Cited by 20 · see citing works
Parents’ Literacy Beliefs, Home Literacy Activities, and Children’s Early Literacy Skills: Stability and Progress Approaching First Grade
Deitcher, D. B., Aram, D., & Abramovich, D. (2024) · Behavioral Sciences · doi:10.3390/bs14111038 · Cited by 16 · see citing works
THE LEVEL OF MOTIVATION AMONG TEACHERS OF LEARNING DISABILITIES IN ENGLISH LANGUAGE IN LIGHT OF THE COVID-19 PANDEMIC
Khasawneh, M. A. S. (2021) · Notandum · doi:10.4025/notandum.vi58.61320 · Cited by 16 · see citing works
PISA reading achievement: identifying predictors and examining model generalizability for multilingual students
Dai, S., Hao, T., Ardasheva, Y., Ramazan, O., Danielson, R., & Austin, B. (2023) · Reading and Writing · doi:10.1007/s11145-022-10357-4 · Cited by 16 · see citing works
The Relationships Among Teachers’ Behaviours That Encourage Students’ Reading Engagement, Reading Enjoyment, Reading Self-Efficacy and Reading Success
DADANDI, P. U., & Dadandı, İ. (2022) · Participatory Educational Research · doi:10.17275/per.22.56.9.3 · Cited by 14 · see citing works
Moderation of teacher–student relationships in the link between motivation and English performance of struggling learners in China
Ma, L., Jiao, Y., Xiao, L., & Liu, J. (2022) · Journal of Multilingual and Multicultural Development · doi:10.1080/01434632.2022.2151603 · Cited by 14 · see citing works
Approaches for supporting adolescents’ reading motivation: existing research and future priorities
Webber, C., Wilkinson, K., Duncan, L. G., & McGeown, S. P. (2023) · Frontiers in Education · doi:10.3389/feduc.2023.1254048 · Cited by 28 · see citing works
Students’ expectancy-value profiles in the West and the East: Cross-cultural similarities and differences
Li, J., King, R. B., Leung, S. O., & Wang, C. (2024) · Learning and Individual Differences · doi:10.1016/j.lindif.2024.102519 · Cited by 14 · see citing works
The role of academic self-determined reading motivation, reading self-concept, home reading environment, and student reading behavior in reading achievement among American Indian and Hispanic students
Sutter, C. C., & Campbell, L. O. (2022) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2022.102093 · Cited by 14 · see citing works
The Effect of Commitment, Motivation, and Leadership on Heads and Teachers Performance in the Junior High School in Rimba Melintang
Yarmanelis, Rahman, S., Junaedi, A. T., & Momin, M. (2022) · Journal of Applied Business and Technology · doi:10.35145/jabt.v3i3.106 · Cited by 13 · see citing works
Decoding, reading and writing: the double helix theory of teaching
Wyse, D., & Hacking, C. (2024) · Literacy · doi:10.1111/lit.12367 · Cited by 17 · see citing works
Reading motivation and reading comprehension achievement among English majors in China: A descriptive correlational study
Ma, L., & Zhao, Z. (2025) · Heliyon · doi:10.1016/j.heliyon.2025.e42427 · Cited by 13 · see citing works
Theories of Reading Comprehension
Bruggink, M., Swart, N. M., van der Lee, A., & Segers, E. (2022) · IEA research for educators · doi:10.1007/978-3-030-95266-2_1 · Cited by 13 · see citing works
The effects of motivational and metacognitive variables on immigrant and non-immigrant students’ reading achievement
Kaya, S., Eryılmaz, N., & Yüksel, D. (2022) · International Journal of Educational Research · doi:10.1016/j.ijer.2022.101944 · Cited by 12 · see citing works
Gender differences in reading: Examining text-based interest in relation to text characteristics and reading comprehension
Lepper, C., Stang‐Rabrig, J., & McElvany, N. (2022) · Learning and Instruction · doi:10.1016/j.learninstruc.2022.101680 · Cited by 12 · see citing works
Relations Between Reading Motivation and Reading Efficiency—Evidence From a Longitudinal Eye‐Tracking Study
Rettig, A., & Schiefele, U. (2023) · Reading Research Quarterly · doi:10.1002/rrq.502 · Cited by 12 · see citing works
BİRİNCİ VE İKİNCİ SINIFTA OKUMA BECERİLERİNİN GELİŞİMİ VE MATTHEW ETKİSİ: BOYLAMSAL BİR ÇALIŞMANIN SONUÇLARI
Ergül, C., Kudret, Z. B., Akoğlu, G., Akçamuş, M. Ç. Ö., Tülü, B. K., & Demir, E. (2022) · Milli Eğitim Dergisi · doi:10.37669/milliegitim.875859 · Cited by 12 · see citing works
Computer‐supported knowledge building to enhance reading motivation and comprehension
Hong, H., & Lee, Y. (2022) · British Journal of Educational Technology · doi:10.1111/bjet.13248 · Cited by 12 · see citing works
Improving the reading skills of struggling secondary students in a real-world setting: issues of implementation and sustainability
Main, S., Hill, S., & Paolino, A. (2023) · Australian Journal of Learning Difficulties · doi:10.1080/19404158.2023.2210588 · Cited by 12 · see citing works
Does BeeLine Reader’s gradient-coloured font improve the readability of digital texts for beginning readers?
Koornneef, A. W., & Kraal, A. (2022) · Computers in Human Behavior Reports · doi:10.1016/j.chbr.2022.100197 · Cited by 12 · see citing works
The Evolving Relationship Between Reading Motivation and Achievement: A Longitudinal Study
Cubillos, M., & Troncoso, R. (2025) · Education Sciences · doi:10.3390/educsci15101274 · Cited by 11 · see citing works
Pre‐service teachers' reader profiles: stability and change throughout teacher education
Vansteelandt, I., Mol, S. E., & Keer, H. V. (2021) · Journal of Research in Reading · doi:10.1111/1467-9817.12378 · Cited by 11 · see citing works
Does mind wandering mediate the effects of habitual reading motivation on comprehension?
Soemer, A., Gericke, C., & Schiefele, U. (2022) · Learning and Instruction · doi:10.1016/j.learninstruc.2022.101693 · Cited by 11 · see citing works
Elementary School Teachers’ Perceptions of Indonesian Elementary School Textbooks: A Case Study
Latifah, N., Fahrurrozi, F., Zulela, M. S., Sumantri, M. S., & Setiawan, B. (2023) · Journal of Higher Education Theory and Practice · doi:10.33423/jhetp.v23i1.5782 · Cited by 11 · see citing works
Intrinsic and Extrinsic Reading Motivation: Context, Theory, and Measurement
Ives, S. T., Parsons, S. A., Cutter, D., Field, S. A., Wells, M. S., & Lague, M. (2022) · Reading Psychology · doi:10.1080/02702711.2022.2141403 · Cited by 12 · see citing works
Motivational Practices in Reading Interventions for Students With or at Risk for Dyslexia
Cho, E., Dahl‐Leonard, K., Kehoe, K. F., Capin, P., Hall, C., & Solari, E. J. (2023) · Topics in Language Disorders · doi:10.1097/tld.0000000000000312 · Cited by 10 · see citing works
Time Management and Achievement Motivation: A Review of What We Know and Directions for Where to Go
Wolters, C. A., Brady, A. C., & Lee, H. J. (2025) · Educational Psychology Review · doi:10.1007/s10648-025-10032-4 · Cited by 23 · see citing works
A Chip Off the Old Block: Do Reading‐Motivated Parents Raise Reading‐Motivated Children?
Cubillos, M. (2023) · Reading Research Quarterly · doi:10.1002/rrq.504 · Cited by 10 · see citing works
Cultural influences on the relationship between self-concept, interest, task-focused behavior, and reading skills
Inoue, T., Georgiou, G. K., Maekawa, H., & Parrila, R. (2021) · Journal of Cultural Cognitive Science · doi:10.1007/s41809-020-00071-4 · Cited by 10 · see citing works
Effects of Generic and Subject-Didactic Teaching Characteristics on Student Performance in Mathematics in Secondary School: A Scoping Review
Spreitzer, C., Hafner, S., Krainer, K., & Vohns, A. (2022) · European Journal of Educational Research · doi:10.12973/eu-jer.11.2.711 · Cited by 11 · see citing works
Measuring reading behavior in large-scale assessments and surveys
Locher, F., & Philipp, M. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.1044290 · Cited by 13 · see citing works
Home Reading Support in Grades Four, Six, and Eight: Does Student Reading Motivation Matter?
Szenczi, B., Fejes, J. B., Vígh, T., Hódi, Á., & Tary, B. (2023) · Reading & Writing Quarterly · doi:10.1080/10573569.2023.2286960 · Cited by 13 · see citing works
Where is motivation in the science of reading?
Parsons, S. A., & Erickson, J. D. (2024) · Phi Delta Kappan · doi:10.1177/00317217241230782 · Cited by 9 · see citing works
How parenting styles affect the development of language skills and reading comprehension in primary school students
Yu, L., Huang, J., Liu, D., Yeung, S. S., Lin, D., Cheung, H., & Tong, X. (2024) · British Journal of Educational Psychology · doi:10.1111/bjep.12718 · Cited by 9 · see citing works
Feedback Practices on Young Students’ Oral Reading: A Systematic Review
Grønli, K. M., Walgermo, B. R., McTigue, E. M., & Uppstad, P. H. (2025) · Review of Educational Research · doi:10.3102/00346543241306070 · Cited by 11 · see citing works
Reading Comprehension and Behavior in Children Using E-books vs. Printed Books
Moutsinas, G. A., Gavilán, J. C. O., Ramírez, C. E. C., Panduro, B. C., Aníbal, O. G., Dieu, D. L. N., & Naz, S. (2023) · World Journal of English Language · doi:10.5430/wjel.v13n3p172 · Cited by 9 · see citing works
A Synthesis on the Impact of Self‐Regulated Instruction on Motivation Outcomes for Students with or at Risk for Learning Disabilities
Butler, C. M., & Paz, S. D. L. (2021) · Learning Disabilities Research and Practice · doi:10.1111/ldrp.12264 · Cited by 9 · see citing works
Do student differences in reading enjoyment relate to achievement when using the random-intercept cross-lagged panel model across primary and secondary school?
Coventry, W. L., Farraway, S., Larsen, S. A., Enis, T. P., Forbes, A. Q., & Brown, S. L. (2023) · PLoS ONE · doi:10.1371/journal.pone.0285739 · Cited by 8 · see citing works
A Role of Gender in the Reciprocal Relations Between Intrinsic Reading Motivation and Reading Comprehension
Miyamoto, A. (2023) · Scientific Studies of Reading · doi:10.1080/10888438.2023.2260032 · Cited by 8 · see citing works
Need for achievement and financial performance: a mediating role of board creativity
Makuya, V. (2024) · Cogent Business & Management · doi:10.1080/23311975.2024.2315314 · Cited by 8 · see citing works
The mediating effect of metacognitive strategies on the relationship between reading motivation and reading achievement in multilingual and english-dominant students
Jang, E., Seo, Y. S., & Brutt‐Griffler, J. (2024) · Reading and Writing · doi:10.1007/s11145-024-10555-2 · Cited by 8 · see citing works
In emotion and reading motivation, children with a diagnosis of dyslexia are not just the end of a continuum
Donolato, E., Toffalini, E., Cornoldi, C., & Mammarella, I. C. (2024) · Dyslexia · doi:10.1002/dys.1778 · Cited by 11 · see citing works
How can AR-enhanced books support early readers? Exploring literacy development through AR design principles
Chang, Y. K., Lim, J., & Burkland, J. (2024) · International Journal of Child-Computer Interaction · doi:10.1016/j.ijcci.2024.100701 · Cited by 8 · see citing works
USING A MACHINE LEARNING APPROACH TO EXPLORE NON-COGNITIVE FACTORS AFFECTING READING, MATHEMATICS, AND SCIENCE LITERACY IN CHINA AND THE UNITED STATES
Ye, L., & Yuan, Y. (2022) · Journal of Baltic Science Education · doi:10.33225/jbse/22.21.575 · Cited by 9 · see citing works
Fluency Training for Struggling Readers: Examining the Effects of a Tier-2 Intervention in Third Graders
Cruz, J., Mendes, S. A., Alves, D. R. P., Marques, S., & Cadime, I. (2023) · Education Sciences · doi:10.3390/educsci13090908 · Cited by 8 · see citing works
Effects of a Summer Tutoring Program on Reading Achievement in Grades K-5
Strong, J. Z., & Anderson, B. E. (2023) · Reading & Writing Quarterly · doi:10.1080/10573569.2023.2266807 · Cited by 7 · see citing works
A longitudinal test of the impact of CLIL on language emotions and learning motivation
Mettewie, L., Mensel, L. V., Smet, A. D., & Galand, B. (2024) · System · doi:10.1016/j.system.2024.103355 · Cited by 15 · see citing works
Teachers’ Feedback on Oral Reading: A Critical Review of its Effects and the use of Theory in Research
Grønli, K. M., Walgermo, B. R., McTigue, E. M., & Uppstad, P. H. (2024) · Educational Psychology Review · doi:10.1007/s10648-024-09957-z · Cited by 12 · see citing works
Does Teacher Talk Matter Too? A Meta-Analysis of Partial Correlations Between Teachers’ Language Practices and Children’s Language Development from Preschool to Third Grade
Jiang, Y., Kaplan, B., & Ko-Wong, L. (2025) · Review of Educational Research · doi:10.3102/00346543251339131 · Cited by 7 · see citing works
Exploring Motivational Dynamics: The Role of Oral Activities in Improving Arab Students’ Learning of English
Jendli, A., & Albarakati, M. (2024) · International Journal of Learning Teaching and Educational Research · doi:10.26803/ijlter.23.3.7 · Cited by 7 · see citing works
Correlation of University Lecturer Leadership Styles, Students Satisfaction, and Learning Outcomes During the COVID-19 Pandemic
Cao, W. (2022) · International Journal of Technology-Enhanced Education · doi:10.4018/ijtee.308468 · Cited by 7 · see citing works
Correlates of K-12 Students’ Intertextual Integration
Espinas, D. R., & Chandler, B. W. (2024) · Educational Psychology Review · doi:10.1007/s10648-024-09889-8 · Cited by 7 · see citing works
An initial yet rigorous test of multisensory alphabet instruction for english monolingual and emergent bilingual children
Park, S., Piasta, S. B., & Sayer, P. (2025) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2025.04.008 · Cited by 6 · see citing works
Identifying individual cognitive and motivational profiles predictive of academic growth: A combined machine learning and person-centered approach
Miller‐Cotto, D., & Byrnes, J. P. (2025) · Learning and Individual Differences · doi:10.1016/j.lindif.2025.102835 · Cited by 6 · see citing works
Integrating Text Structure Instruction in Science Education: A Design-Based Study
Boer, H. K.-D., Sanders, T. J. M., & Evers-Vermeul, J. (2024) · Journal of Science Teacher Education · doi:10.1080/1046560x.2024.2373548 · Cited by 6 · see citing works
The Relationship Between a Reader's Self-Concept and Achievement: Which Aspect Matters the Most and for Whom?
Conradi, K., & Jang, B. G. (2021) · Reading & Writing Quarterly · doi:10.1080/10573569.2021.1972881 · Cited by 7 · see citing works
The mediating effects of reading fluency, comprehension strategies and prior knowledge on the relationship between intrinsic motivation and reading comprehension
SANIR, H., Özmen, E. R., & Özer, A. (2022) · Current Psychology · doi:10.1007/s12144-022-03084-0 · Cited by 7 · see citing works
Student Initiative of Producing Their Own Mini Videos for Language Learning
Guenier, A. W. (2023) · International Journal of Computer-Assisted Language Learning and Teaching · doi:10.4018/ijcallt.317929 · Cited by 6 · see citing works
A quasi-experimental study of a peer-assisted strategy-based reading intervention in elementary school
Völlinger, V. A., Lübbe, D., & Stein, L.-K. (2023) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2023.102180 · Cited by 6 · see citing works
Digital Tools for Children with Reading Difficulties
Kakoura, E., & Drigas, A. S. (2023) · World Journal of Biology Pharmacy and Health Sciences · doi:10.30574/wjbphs.2023.14.3.0252 · Cited by 6 · see citing works
Exploring the Relationship Between Self-Determination and Academic Outcomes
Shogren, K. A., Hicks, T. A., Chien, H.-Y., Alsaeed, A. H., Petcu, S. D., Beuoy, A. M., & Ferreira, H. R. (2025) · Remedial and Special Education · doi:10.1177/07419325251322908 · Cited by 5 · see citing works
The role of reading motivation and self-efficacy in enhancing EFL students’ reading achievement
Shaona, L. (2025) · Discover Education · doi:10.1007/s44217-025-00933-5 · Cited by 5 · see citing works

The Evolving Relationship Between Reading Motivation and Achievement: A Longitudinal Study
Cubillos, M., & Troncoso, R. (2025) · Education Sciences · doi:10.3390/educsci15101274 · Cited by 11 · see citing works
The Impact of Motivational Reading Instruction on the Reading Achievement and Motivation of Students: a Systematic Review and Meta-Analysis
McBreen, M., & Savage, R. S. (2020) · Educational Psychology Review · doi:10.1007/s10648-020-09584-4 · Cited by 110 · see citing works
Investigating The Relationship Between Elementary Students' Motivation To Read And Academic Achievement In Reading
Peterson, E. S. (2015) · UND Scholarly Commons (University of North Dakota) · Cited by 2 · see citing works
To What Extent Is Reading Motivation a Significant Predictor of Reading Achievement when Controlling for Language and Cognitive Ability? A Systematic Review
Orellana, P. (2018) · Literacy studies · doi:10.1007/978-3-319-75948-7_5 · Cited by 13 · see citing works
An Analysis of the Structural Relationships Among Reading Motivation, Reading Engagement, and Reading Achievement
Choi, J.-M. (2026) · Korean Journal of Teacher Education · doi:10.14333/kjte.2026.42.4.03

Authors: Toste, J. R., Didion, L., Peng, P., Filderman, M. J., & McClelland, A. M.
Affiliations: The University of Texas at Austin (US)
University of Iowa (US)
ORCID: Toste, Jessica R.
Didion, Lisa
Peng, Peng
Filderman, Marissa J.
Venue: Review of Educational Research
Publisher: American Educational Research Association (AERA)
Published: 2020-05-13
Volume: 90
Issue: 3
Pages: 420-456
ISSN: 0034-6543 (ISSN-L)
1935-1046
DOI: 10.3102/0034654320919352
OpenAlex: W3024412491
Cited by: 269
References: 88
Citations by year: 2026: 45 · 2025: 48 · 2024: 44 · 2023: 52 · 2022: 51 · 2021: 21 · 2020: 7
FWCI: 49.46
Type: journal article
Language: en
Open access: hybrid
doi.org
Licence: cc-by-nc
creativecommons.org/licenses/by-nc/4.0/ (unspecified)
Locations: Review of Educational Research (publishedVersion, cc-by-nc)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
Social Sciences › Education › Literacy and Educational Practices
Keywords: reading motivation, reading achievement, K-12 students, bidirectional relationship, reading development, motivational processes, reading engagement

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

A Meta-Analytic Review of the Relations Between Motivation and Reading Achievement for K–12 Students

Abstract

Integrity signals

Claims the paper makes

Claims other papers make about this one

Cites

Cited by

Related

Record

About these checks