Is There a Bidirectional Relationship between Children's Reading Skills and Reading Motivation?

By Paul L. Morgan, Douglas Fuchs. 2007

539 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/ac61fd0681166a8c351e4a1814618498357a520a

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Gender differences in the strength of association between motivation, competency beliefs and reading skill (2011, background): “…regarded as a set of goals or beliefs within an individual that has consequences for their behaviour (Wigfield 1997), and Morgan and Fuchs (2007) have suggested there is evidence of a bi-directional relationship between the two, where reading motivation and reading…”
Reciprocal Effects between Reading Achievement and Intrinsic and Extrinsic Reading Motivation (2019, background): “Theoretical models and empirical findings suggest that reading achievement and reading motivation affect each other reciprocally (Deci & Ryan, 1985; Eccles, Wigfield, & Schiefele, 1998; Morgan & Fuchs, 2007; Ryan & Deci, 2000; Schiefele et al., 2012; Wigfield & Eccles, 2000).”
Reading achievement and reading self-concept – Testing the reciprocal effects model (2014, background): “Recently, Morgan and Fuchs (2007) identified competency beliefs as one core dimension of readingmotivation.”
Relations among reading motivation, reading amount, and reading comprehension in the early elementary grades (2016, unknown): “As one of these factors, previous studies have identified students' motivation to read (e.g., Baker &Wigfield, 1999;Morgan & Fuchs, 2007; Wigfield & Guthrie, 1997).”
A Meta-Analytic Review of the Relations Between Motivation and Reading Achievement for K–12 Students (2020, methodology): “In their systematic review, Morgan and Fuchs (2007) examined studies published between 1975 and 2006 that reported relations between reading and motivation (k = 15) for students in preschool to second grade.”
Response to Early Reading Intervention Examining Higher and Lower Responders (2009, background): “Even in the early elementary grades the relationship between motivation and reading success has been documented (Lepola et al., 2005; Morgan & Fuchs, 2007).”
Child-centered versus teacher-directed teaching practices: Associations with the development of academic skills in the first grade at school (2016, background): “Instead, opportunities to make one’s own choices and cooperative activities with one’s peer group are more important for motivating practices (Deci & Ryan, 2000; Lerkkanen, Kiuru et al., 2012), which, in turn, will increase children’s academic skills (Morgan & Fuchs, 2007).”
Evidence–Based Strategies for Reading Instruction of Older Students with Learning Disabilities (2008, background): “Struggling readers often lack this motivation (Morgan & Fuchs, 2007), which limits opportunities to build vocabulary, improve comprehension, and develop effective reading strategies.”
Gender differences in reading ability and attitudes: examining where these differences lie (2009, unknown): “These factors include motivation (Baker & Wigfield, 1999; Gottfried, 1990; Morgan & Fuchs, 2007; Wigfield & Guthrie, 1997), competency beliefs (Chapman & Tunmer, 1995, 1997; Wigfield et al., 1997), self-esteem (Davies & Brember, 1999), peer influences and relationships (Alloway & Gilbert, 1997;…”
Investigating gender differences in reading (2010, background): “…shown associations between reading comprehension and attitudes to reading (McKenna, Kear, and Ellsworth 1995; Mullis et al. 2003; Mullis et al. 2007) or reading comprehension and motivation (Gottfried 1990; Morgan and Fuchs 2007), have neglected to carry out separate analyses based on gender.”