Cross-lagged relations between task motivation and performance in arithmetic and literacy in kindergarten

109 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

The Developmental Dynamics between Interest, Self-concept of Ability, and Academic Performance (2014, background): “…self-concept of ability and later performance (e.g. Marsh et al., 2005; see also Marsh & Craven, 2006; Valentine et al., 2004), as well as between interest and later performance (e.g. Aunola et al., 2006; Ecalle, Magnan, & Gibert, 2006; Gottfried, 1990; Viljaranta et al., 2009; Wigfield, 1997).”
Classroom organization and teacher stress predict learning motivation in kindergarten children (2010, background): “Viljaranta et al. (2009) recently showed that kindergarten children’s previous level of math-related skills predicted their subsequent interest in mathematics.”
Contributions of longitudinal studies to evolving definitions and knowledge of developmental dyscalculia (2013, background): “This cross-over interaction between development of skills and taskmotivation is evident already in kindergarten—for mathematics, not for literacy [83].”