Adolescents’ motivation for reading: group differences and relation to standardized achievement

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A Meta-Analytic Review of the Relations Between Motivation and Reading Achievement for K–12 Students (2020, background): “In a study of adolescent motivation, Wolters et al. (2014) found that struggling readers held more negative beliefs and attitudes about their competence in reading but were similar to adequate readers in their values and goals for reading—that is to say, enjoyment and perceived importance of…”
Exploring the relationship between adolescent’s reading skills, reading motivation and reading habits (2014, unknown): “, 2007); while a recent study with adolescents found little evidence of consistent gender differences (Wolters et al., 2014), it should be noted that this study excluded proficient readers as it only included adequate and struggling readers.”
Engaging Struggling Adolescent Readers to Improve Reading Skills (2017, background): “Research has documented that adolescents are more engaged and feel more competent when reading text that is well aligned with their current reading skills (Fulmer & Tulis, 2013; Wolters et al., 2014).”
Motivation and Achievement of Middle School Mathematics Students (2017, background): “This study bears out the findings of Wolters et al. (2013) and Flammer and Schmid (2003) that young adolescents are motivated by extrinsic factors.”