Motivation for Reading Comprehension.

By Ø. Anmarkrud, Ivar Bråten. 2009

179 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/322160c9423596f07e115e16c824b60e149b3ee8

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

The Impact of Reading Self-Efficacy and Task Value on Reading Comprehension Scores in Different Item Formats (2011, methodology): “In a sample of ninth graders, Anmarkrud and Bråten (2009) found that even though the relationship between reading selfefficacy and reading task value, on the one hand, and reading comprehension (MC items), on the other, was the same in terms of simple correlations, reading self-efficacy was lost as ”
Exploring the relationship between adolescent’s reading skills, reading motivation and reading habits (2014, unknown): “With regard to the regression analyses, for comprehension, both dimensions of motivation explained variance in this reading skill (although expectancy marginally failed to meet the threshold for significance, and reading value explained more variance; consistent with Anmarkrud & Bråten, 2009).”
A Longitudinal Study of the Role of Reading Motivation in Primary Students’ Reading Comprehension: Implications for a Less Simple View of Reading (2016, background): “…(Eccles et al., 1993; Gambrell, Palmer, Codling, & Mazzoni, 1996; Taboada et al., 2009; Wigfield et al., 1997), and high school students (e.g., Anmarkrud & Bråten, 2009), though other factors have emerged as well (e.g., perceived difficulty, Chapman & Tunmer, 1995; Coddington & Guthrie,…”
Exploring intrinsic and extrinsic reading motivation among very good and very poor readers (2012, background): “contribute to children’s reading skill (Anmarkrud and Bråten 2009; Taboada et al. 2009) and it has been suggested that motivation does not act independently from the cognitive skills that support children’s reading, but rather focuses or engages children’s cognitive abilities to lead to greater leve”
Measuring strategic processing when students read multiple texts (2011, background): “It should be noted that Bråten and colleagues (Anmarkrud and Bråten 2009; Bråten et al. 2010; Bråten and Samuelstuen 2004, 2007; Samuelstuen and Bråten 2005, 2007) have demonstrated validity for self-reports on such a task-specific strategy inventory in several investigations of single-text reading.”