Citations (15)
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Samantha T. Ives, Seth A. Parsons, Deidre Cutter, Sara A. Field, Madelyn Stephens Wells & Michelle Lague. (2023) Intrinsic and Extrinsic Reading Motivation: Context, Theory, and Measurement. Reading Psychology 44:3, pages 306-325.
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Rebecca Louick & Katherine Muenks. (2022) Leveraging motivation theory for research and practice with students with learning disabilities. Theory Into Practice 61:1, pages 102-112.
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Susan Lutz Klauda, Ana Taboada Barber & Elizabeth B. McAllen. (2020) Reading Motivation in Spanish-Speaking Dual Language Learners: Comparing Two Types of Student Report. Reading Psychology 41:6, pages 605-630.
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Roland S. Reyes, Paul A. McDermott, Marley W. Watkins, Michael J. Rovine & Jessica L. Chao. (2020) Forecasting Accuracy of Earliest Assessment Versus Transitional Change in Early Education Classroom Problem Behavior Among Children at Risk. School Psychology Review 49:1, pages 47-59.
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Sarah E. Pennington. (2017) Motivation, Needs Support, and Language Arts Classroom Practices: Creation and Validation of a Measure of Young Adolescents’ Perceptions. RMLE Online 40:9, pages 1-19.
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Emmarentia Kirchner & Maria Louise Mostert. (2017) Aspects of the reading motivation and reading activity of Namibian primary school readers. Cogent Education 4:1.
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Sabina Neugebauer. (2016) Stable or situated understandings of adolescent reading engagement across readers and raters. The Journal of Educational Research 109:4, pages 391-404.
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Articles from other publishers (8)
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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Marcia H. Davis, Wenhao Wang, Neal M. Kingston, Michael Hock, Stephen M. Tonks & Gail Tiemann. (2020) A computer adaptive measure of reading motivation. Journal of Research in Reading 43:4, pages 434-453.
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Jill L. Adelson, Kathleen M. Cash, Caroline M. Pittard, Christine E. Sherretz, Patrick Pössel & Allison D. Blackburn. (2019) Measuring Reading Self-Perceptions and Enjoyment: Development and Psychometric Properties of the Reading and Me Survey. Journal of Advanced Academics 30:3, pages 355-380.
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Margaret Troyer, James S. Kim, Elizabeth Hale, Kristia A. Wantchekon & Catherine Armstrong. (2018) Relations among intrinsic and extrinsic reading motivation, reading amount, and comprehension: a conceptual replication. Reading and Writing 32:5, pages 1197-1218.
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Paul A. McDermott, Marley W. Watkins, Michael J. Rovine, Samuel H. Rikoon, Clare W. Irwin, Roland Reyes & Jessica L. Chao. (2019) Emergent growth patterns of early education self-control problems among children from underresourced American families. Early Childhood Research Quarterly 48, pages 1-13.
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Margaret Troyer. (2017) A Mixed-Methods Study of Adolescents’ Motivation to Read. Teachers College Record: The Voice of Scholarship in Education 119:5, pages 1-48.
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Rebecca Louick, Christine M. Leider, Samantha G. Daley, C. Patrick Proctor & Graham L. Gardner. (2016) Motivation for reading among struggling middle school readers: A mixed methods study. Learning and Individual Differences 49, pages 260-269.
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Paul A. Mcdermott, Marley W. Watkins, Anna Rhoad Drogalis, Jessica L. Chao, Frank C. Worrell & Tracey E. Hall. (2016) CLASSROOM CONTEXTS AS THE FRAMEWORK FOR ASSESSING SOCIAL-EMOTIONAL ADJUSTMENT: A NATIONAL STUDY IN TRINIDAD AND TOBAGO. Psychology in the Schools 53:6, pages 626-640.
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