Motivation Terminology in Reading Research: A Conceptual Review

By Kristin Conradi, Bong Gee Jang, Michael C. Mckenna. 2014

294 citations recorded by the source corpus.

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A Meta-Analytic Review of the Relations Between Motivation and Reading Achievement for K–12 Students (2020, methodology): “We then coded each within the hierarchy of motivation constructs proposed by Conradi et al. (2014) to test for potential moderating effects.”
Exploring the relationship between adolescent’s reading skills, reading motivation and reading habits (2014, unknown): “This is driven, in part, by the comparatively limited research with adolescents but also by the fairly limited research conducted outside of the US (Conradi et al., 2014), as it is crucial to understand whether findings apply across different cultural and educational contexts.”
Relations among reading motivation, reading amount, and reading comprehension in the early elementary grades (2016, background): “Moreover, themajority of previous studies have not offered explicit definitions of readingmotivation (Conradi et al., 2014).”
A Concept Analysis of Digital Citizenship for Democratic Citizenship Education in the Internet Age (2016, background): “Conradi, Jang, and McKenna (2014) used a concept analysis in education, especially educational psychology.”