Reading Motivation: Multidimensional and Indeterminate

By Marley W. Watkins, Debra Coffey. 2004

157 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/3b0525fc42cce45588ccf5efcf70a49a1fc54fca

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In Developmental and Educational Psychology

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Is There a Bidirectional Relationship between Children's Reading Skills and Reading Motivation? (2007, background): “It is hard to measure (Watkins & Coffey, 2004).”
Classification of Students with Reading Comprehension Difficulties: The Roles of Motivation, affect, and Psychopathology (2006, result): “Similar internal consistency estimates have been reported previously (Watkins & Coffey, 2004).”
Relations among reading motivation, reading amount, and reading comprehension in the early elementary grades (2016, background): “Also, in their analysis of the MRQ, Watkins and Coffey (2004) did not find evidence for challenge as a separate factor.”
Children's Motivation for Reading: Domain Specificity and Instructional Influences (2004, methodology): “Watkins and Coffey (2004) conducted further factor analytic studies of the MRQ.”
Reading motivation and reading comprehension in Chinese and English among bilingual students (2011, background): “…can hardly be effective readers if they lack motivation D. Lin The Hong Kong Institute of Education, Hong Kong, China K. K. Wong C. McBride-Chang (&) Department of Psychology, The Chinese University of Hong Kong, Shatin, N.T., Hong Kong e-mail: cmcbride@psy.cuhk.edu.hk (Watkins & Coffey, 2004).”
Motivation and Its Relationship With Reading Achievement in an Urban Middle School (2006, methodology): “Although researchers have used the MRQ in many studies of reading motivation, Watkins and Coffey (2004) raised questions about its structural or factorial validity.”
Reciprocal Effects between Reading Achievement and Intrinsic and Extrinsic Reading Motivation (2019, background): “Thus, we included only a reduced measure of reading motivation compared to the numerous facets of reading motivation that have been discussed in the literature (Watkins & Coffey, 2004; Wigfield & Guthrie, 1997).”
Dimensions of Reading Motivation: Development of an Adult Reading Motivation Scale (2007, background): “Using theoretically derived items comprising the children's Motivation for Reading Questionnaire, researchers have identified an extensive set of dimensions of reading motivation in children ( Baker & Wigfield, 1999 ; Watkins & Coffey, 2004 ; Wigfield & Guthrie, 1997 ).”
The Relation between Elementary Students' Recreational and Academic Reading Motivation, Reading Frequency, Engagement, and Comprehension: A Self-Determination Theory Perspective. (2012, background): “Further exploration of the concept of reading motivation within the recreational as well as the academic context is therefore recommended in the literature (Baker & Wigfield, 1999; McKenna & Kear, 1990; Watkins & Coffey, 2004; Wigfield et al., 1996).”
Learning progress assessment and goal setting: Effects on reading achievement, reading motivation and reading self-concept (2014, background): “However, given that “to become a good reader, students must possess both the skill and the will to read” (Watkins & Coffey, 2004, p. 110), it should be investigated if and to what extend motivation is affected by monitoring student progress.”