Citations (12)
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Hitomi Kambara & Yu-Cheng Lin. (2022) Investigating reading motivation in Latinx college students: qualitative insights from bilingual readers. Journal of Multilingual and Multicultural Development 0:0, pages 1-16.
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Meghan D. Liebfreund. (2021) Cognitive and Motivational Predictors of Narrative and Informational Text Comprehension. Reading Psychology 42:2, pages 177-196.
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Rebecca Louick & David Scanlon. (2021) Sustained Feelings of Success and Agency: Keys to Literacy Motivation among Adolescents with Learning Disabilities. Exceptionality 29:1, pages 1-15.
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Matthew Quirk, Sruthi Swami, Gustavo Loera & Sergio Garcia. (2020) Latinx Adolescents’ Reading Motivation Profiles and Associations with Higher Education Aspirations. Literacy Research and Instruction 59:3, pages 218-239.
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Kelly B. Cartwright, Timothy R. Marshall & Erica Wray. (2016) A Longitudinal Study of the Role of Reading Motivation in Primary Students’ Reading Comprehension: Implications for a Less Simple View of Reading. Reading Psychology 37:1, pages 55-91.
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Articles from other publishers (7)
Hitomi Kambara, Yu-Cheng Lin, Huijing Wen & Hung-Chu Lin. (2023) Investigating American and Chinese college students’ reading motivation: a cross-cultural study. Current Psychology 43:12, pages 11330-11342.
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Sara Jones. (2022) Turning Away from Anti‐Blackness: A Critical Review of Adolescent Reading Motivation Research. Reading Research Quarterly 57:4, pages 1107-1127.
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Hitomi Kambara, Yu-Cheng Lin & Sachiko Adachi. (2022) Self-construal predicts reading motivation: A comparison between Hispanic American and Japanese college students. Social Psychology of Education 25:2-3, pages 593-623.
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Salim Nauzeer & Vishal Chandr Jaunky. (2021) A Meta-Analysis of the Combined Effects of Motivation, Learning and Personality Traits on Academic Performance. Pedagogical Research 6:3, pages em0097.
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Pelusa Orellana García. 2018. Reading Achievement and Motivation in Boys and Girls. Reading Achievement and Motivation in Boys and Girls
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C. Patrick Proctor, Samantha Daley, Rebecca Louick, Christine M. Leider & Graham L. Gardner. (2014) How motivation and engagement predict reading comprehension among native English-speaking and English-learning middle school students with disabilities in a remedial reading curriculum. Learning and Individual Differences 36, pages 76-83.
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