On the Effects of Motivation on Reading Performance Growth in Secondary School.

By Jan Retelsdorf, Olaf Köller, Jens Möller. 2011

254 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/4f2d172c40a34d0eeefa269224f262524daf6538

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In Developmental and Educational Psychology

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Exploring intrinsic and extrinsic reading motivation among very good and very poor readers (2012, result): “Consistent with previous research (Retelsdorf et al. 2011; Logan and Medford 2011), children’s reading efficacy was associated with their reading skill.”
Intrinsic motivation, perceived competence and classroom engagement as longitudinal predictors of adolescent reading achievement (2014, background): “…longitudinal studies have examined the effects of intrinsic motivation on literacy development (Becker et al., 2010) and reading achievement (Retelsdorf et al., 2011) specifically, but these studies were both conducted on smaller samples in Germany and do not generalise to a whole nation.”
Handbook of Research on Learning and Instruction (2011, methodology): “In particular, we examine decisions regarding (a) selection of academic tasks, (b) evaluation of achievement, and (c) grouping students for instruction.”
Reciprocal Effects between Reading Achievement and Intrinsic and Extrinsic Reading Motivation (2019, background): “…has a positive direct effect on reading achievement (Andreassen & Bråten, 2010; Cartwright, Marshall, & Wray, 2015; Froiland & Oros, 2014; Guthrie, Hoa, et al., 2007; Logan, Medford, & Hughes, 2011; McElvany et al., 2008; Retelsdorf et al., 2011; Schaffner et al., 2016; Schiefele et al., 2016).”
Adolescents’ motivation for reading: group differences and relation to standardized achievement (2014, background): “In contrast, the lack of individual relations between the other motivational constructs and standardized reading comprehension appears to contradict some earlier findings (Artelt et al., 2003; Bozack, 2011; Chiu & Chow, 2010; Mucherah & Yoder, 2008; Retelsdorf et al., 2011; Swalander & Taube, 2007).”
A Meta-Analytic Review of the Relations Between Motivation and Reading Achievement for K–12 Students (2020, background): “These meta-analytic findings are consistent with past literature that has reported that intrinsic motivation is positively associated with reading in samples from preschool through high school grades (e.g., Guthrie & Wigfield, 2000; Logan et al., 2011; Morgan & Fuchs, 2007; Retelsdorf et al., 2011; ”
Relations among reading motivation, reading amount, and reading comprehension in the early elementary grades (2016, result): “These results hold even when controlling for other predictors, such as prior reading competence, verbal ability, and decoding skills (Retelsdorf et al., 2011; Wang & Guthrie, 2004).”
Learning progress assessment and goal setting: Effects on reading achievement, reading motivation and reading self-concept (2014, unknown): “…(e.g., Chapman & Tunmer, 1997; Retelsdorf, Köller, & Möller, 2011; van Kraayenoord & Schneider, 1999) and has shown to be related to reading achievement (Aunola, Leskinen, OnatsuArvilommi, & Nurmi, 2002; Chapman & Tunmer, 1995, 1997; Chapman, Tunmer, & Prochnow, 2000; Retelsdorf et al., 2011).”