Reading Motivation and Reading Engagement: Clarifying Commingled Conceptions
By Norman J. Unrau, M. Quirk. 2014
95 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology
View Paper: https://www.semanticscholar.org/paper/407172d3c8214dfd0b4bce1626a349a50ca16a55
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- Franziska Stutz
- Ellen Schaffner
- Ulrich Schiefele
- Margaret Troyer
- Maria D. LaRusso
- L. Hemphill
- James S. Kim
- Suzanne Donovan
In Experimental and Cognitive Psychology
- Ulrich Schiefele
- Franziska Stutz
- Ellen Schaffner
- Margaret Troyer
- Maria D. LaRusso
- James S. Kim
- Stephanie M. Jones
- Emily M. Grossnickle
Citations in the corpus
- Engaging Struggling Adolescent Readers to Improve Reading Skills (2017, background): “However, as Unrau and Quirk (2014) argued, “appearing engaged does not guarantee that a student is actually engaged” (p. 266), underscoring the importance of using more direct assessments of student engagement during academic learning time.”
- Relations among reading motivation, reading amount, and reading comprehension in the early elementary grades (2016, background): “More specifically, readingmotivation is defined in terms of an individual's subjective reasons for reading (cf. Schiefele et al., 2012; see also recent reviews on conceptual issues pertaining to reading motivation by Conradi, Jang, & McKenna, 2014, and Unrau & Quirk, 2014).”