Motivation and Its Relationship With Reading Achievement in an Urban Middle School

By Norman J. Unrau, Jonah Schlackman. 2006

286 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/dcbc65267b21aa73051f8c60a5bd163612a8ab69

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In Education

In Experimental and Cognitive Psychology

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Citations in the corpus

Effects of motivational and cognitive variables on reading comprehension (2008, background): “…in structural equation modeling from more external motivations such as grades and recognition and have been found to be strongly associated with reading comprehension not only in Caucasian students, but also in minority students and other cultures (Unrau & Schlackman, 2006; Authors, 2004).”
Intrinsic motivation, perceived competence and classroom engagement as longitudinal predictors of adolescent reading achievement (2014, background): “Unrau and Schlackman (2006) found a significant positive relationship between intrinsic motivation and reading achievement among Asian American middle school students in Los Angeles, but the relationship was weaker among Latino students.”
Exploring the relationship between adolescent’s reading skills, reading motivation and reading habits (2014, unknown): “Similarly, Unrau and Schlackman (2006) illustrated that both intrinsic and extrinsic reading motivation decreased with age (although decreases were greater in intrinsic than extrinsic motivation).”
Self-Efficacy, Intrinsic Motivation, and Academic Outcomes Among Latino Middle School Students Participating in an After-School Program (2012, background): “Intrinsic motivation was not associated with students’ performance on standardized achievement tests, which is consistent with previous work by Unrau and Schlackman (2006) when studying Latino students.”
The relationship between intrinsic motivation and academic achievement for first generation Latino college students (2014, background): “…of intrinsic motivation on achievement has focused on elementary (Reardon and Galindo 2007; Lepper et al. 2005), middle school (Niehaus et al. 2011; Unrau and Schlackman 2006) and high school samples (Muller et al. 2010; Zwick and Himelfarb 2011) but research using Latino college students is…”
Reading Motivation and Reading Engagement: Clarifying Commingled Conceptions (2014, background): “Fourth, motivation is changeable over time (Guthrie & Wigfield, 2000; Unrau & Schlackman, 2006).”
The Relation between Elementary Students' Recreational and Academic Reading Motivation, Reading Frequency, Engagement, and Comprehension: A Self-Determination Theory Perspective. (2012, background): “Unfortunately, research indicates that reading motivation declines as children grow older (Guthrie & Wigfield, 2000; Van Elsäcker & Verhoeven, 2003) and this trend sets in at the end of elementary school (Chapman & Tunmer, 1997; Guthrie & Davis, 2003; Unrau & Schlackman, 2006).”
The effects of a growth mindset on self-efficacy and motivation (2018, background): “Unrau and Schlackman (2006) found the MRQ has an alpha coefficient at .76 for intrinsic motivation to read.”
Reciprocal Effects between Reading Achievement and Intrinsic and Extrinsic Reading Motivation (2019, background): “In other studies, strong correlations between intrinsic and extrinsic reading motivation have been found (Park, 2011; Schaffner et al., 2013; Unrau & Schlackman, 2006; Wang & Guthrie, 2004), thus pointing to the possibility of suppression effects.”
Engaging Struggling Adolescent Readers to Improve Reading Skills (2017, background): “Reading motivation declines markedly as students move through the early years of schooling and into adolescence (McKenna, Kear, & Ellsworth, 1995; Unrau & Schlackman, 2006), a pattern that particularly affects boys (De Naeghel et al., 2014; Jacobs, Lanza, Osgood, Eccles, & students from low-income…”
Relations among reading motivation, reading amount, and reading comprehension in the early elementary grades (2016, background): “…reading motivation showed negative or no relationships with reading comprehension (e.g., Andreassen & Bråten, 2010; Becker, McElvany, & Kortenbruck, 2010; Law, 2008, 2009; Retelsdorf, Köller, & Möller, 2011; Taboada, Tonks, Wigfield, & Guthrie, 2009; Unrau & Schlackman, 2006; Wang & Guthrie, 2004).”
Developing Reading Comprehension and Academic Vocabulary for English Language Learners Through Science Content: A Formative Experiment (2011, background): “Few studies have explored the reading motivation of ELLs (e.g., Arzubiaga, Rueda, & Monzó, 2002; Unrau & Schlackman, 2006) and these have not done so in the context of a literacy intervention.”