The role of attribution beliefs, motivation and strategy use in Chinese fifth-graders' reading comprehension
By Yin-kum Law. 2009
87 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology
View Paper: https://www.semanticscholar.org/paper/f10d53d03d35274eb1ab073d2460e922c005328d
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In Developmental and Educational Psychology
- Louise Gascoine
- E. Oros
- Steven I. Higgins
- Cordula Artelt
- Eli J. Finkel
- J. Pollack
- Eric M. VanEpps
- Ai Miyamoto
In Experimental and Cognitive Psychology
- J. Froiland
- Louise Gascoine
- Ernest H. O’Boyle
- E. Oros
- Steven I. Higgins
- Cordula Artelt
- Eli J. Finkel
- J. Pollack
Citations in the corpus
- Relations among reading motivation, reading amount, and reading comprehension in the early elementary grades (2016, unknown): “…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).”
- The assessment of metacognition in children aged 4–16 years: a systematic review (2017, background): “Boudreauz (2008); Huber (2012); Law (2009); Mokhtari & Reichard (2002); Morley (2010) Can be administered individually or in groups but students rate on their own.”
- Intrinsic Motivation to Learn: The Nexus Between Psychological Health and Academic Success (2012, background): “…more for those who are intrinsically motivated to read (Unrau & Schlackman, 2006) and intrinsic motivation is positively associated with reading more frequently, fluently, and with greater comprehension (Guthrie,Wigfield, Metsala & Cox , 1999; Law, 2009; Becker, McElvany, & Kortenbruck, 2010).”
- The Relationship Between Intrinsic Motivation and Reading Comprehension: Mediating Effects of Reading Amount and Metacognitive Knowledge of Strategy Use (2019, methodology): “Intrinsic motivation is found to be positively associated with reading comprehension, whereas extrinsic motivation is found to be not significantly related or sometimes negatively related to reading comprehension, even after taking into account readers’ cognitive abilities and social backgrounds (An”
- Mind-sets matter: a meta-analytic review of implicit theories and self-regulation. (2013, background): “The incremental theorists, because of their persistence, ultimately outperformed the entity theorists, ending up with higher grades (e.g., Cury et al., 2006; Dweck & Sorich, 1999; Fryer, 2010; Henderson & Dweck, 1990; Law, 2009).”