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Beáta Szenczi, József Balázs Fejes, Tibor Vígh, Ágnes Hódi & Blanka Tary. (2023) Home Reading Support in Grades Four, Six, and Eight: Does Student Reading Motivation Matter?. Reading & Writing Quarterly 0:0, pages 1-23.
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Hitomi Kambara & Yu-Cheng Lin. (2023) Factors impacting reading motivation: Insights from the bioecological model of human development. The Journal of Educational Research 116:5, pages 309-321.
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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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Wendy Castillo. (2023) Do Elementary Students Reading Motivation Levels Differ by Racial/Ethnic And/Or Immigrant Background?. Journal of Latinos and Education 22:2, pages 669-680.
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Maedeh Ghavamnia & Zohreh Kashkouli. (2022) Motivation, Engagement, Strategy Use, and L2 Reading Proficiency in Iranian EFL Learners: An Investigation of Relations and Predictability. Reading Psychology 43:7, pages 423-441.
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Kristin Conradi Smith & Bong Gee Jang. (2022) The Relationship Between a Reader's Self-Concept and Achievement: Which Aspect Matters the Most and for Whom?. Reading & Writing Quarterly 38:5, pages 454-468.
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Holly L. Griskell, Perla B. Gámez & Nonie K. Lesaux. (2022) Bi-literacy and motivation as predictors of bilingual students’ talk during classroom discussion. International Journal of Bilingual Education and Bilingualism 25:5, pages 1665-1680.
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McKenna Simmons, Sarah K. Clark, Erika Feinauer & Michael Richardson. (2022) How Reading Motivation and the Expectancy-Value Beliefs of Ninth Graders Influence Language Arts Course Enrollment Decisions and Why This Matters. Reading Psychology 43:2, pages 179-207.
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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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Hitomi Kambara. (2021) Exploring Japanese Fourth Graders’ Motivation to Read: A Mixed-Method Study. Literacy Research and Instruction 60:2, pages 180-197.
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Bong Gee Jang & Maria Selena Protacio. (2020) Use of Cognitive Interviews to Test the Validity of a Reading Motivation Instrument for English Learners. Reading Psychology 41:8, pages 913-933.
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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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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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Katherine Landau Wright, Tracey S. Hodges, Sherry Dismuke & Peter Boedeker. (2020) Writing Motivation and Middle School: An Examination of Changes in Students’ Motivation for Writing. Literacy Research and Instruction 59:2, pages 148-168.
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Karin Hebbecker, Natalie Förster & Elmar Souvignier. (2019) Reciprocal Effects between Reading Achievement and Intrinsic and Extrinsic Reading Motivation. Scientific Studies of Reading 23:5, pages 419-436.
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Hiawatha D. Smith & Samuel D. Miller. (2018) Digging Deeper: Understanding the Reading and Motivational Profiles of Students Who Do Not Demonstrate Proficiency on State-Mandated Reading Assessments. Reading Psychology 39:8, pages 855-878.
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Elena M. Venegas. (2018) Strengthening the Reader Self-Efficacies of Reluctant and Struggling Readers Through Literature Circles. Reading & Writing Quarterly 34:5, pages 419-435.
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Melissa Orkin, Martha Pott, Maryanne Wolf, Sidney May & Elyssa Brand. (2018) Beyond Gold Stars: Improving the Skills and Engagement of Struggling Readers through Intrinsic Motivation. Reading & Writing Quarterly 34:3, pages 203-217.
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Marcia H. Davis, Stephen M. Tonks, Michael Hock, Wenhao Wang & Aldo Rodriguez. (2018) A review of reading motivation scales. Reading Psychology 39:2, pages 121-187.
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Emily Rhew, Jody S. Piro, Pauline Goolkasian & Patricia Cosentino. (2018) The effects of a growth mindset on self-efficacy and motivation. Cogent Education 5:1.
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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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Gerald J. Maarman & Kim Lamont-Mbawuli. (2017) A review of challenges in South African education and possible ways to improve educational outcome as suggested by decades of research. Africa Education Review 14:3-4, pages 263-289.
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Maria Selena Protacio. (2017) A Case Study Exploring the Reading Engagement of Middle Grades English Learners. RMLE Online 40:3, pages 1-17.
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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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Ellen Schaffner & Ulrich Schiefele. (2016) The Contributions of Intrinsic and Extrinsic Reading Motivation to the Development of Reading Competence over Summer Vacation. Reading Psychology 37:6, pages 917-941.
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Marcella Pavias, Paul van den Broek, Marian Hickendorff, Katinka Beker & Linda Van Leijenhorst. (2016) Effects of Social-Cognitive Processing Demands and Structural Importance on Narrative Recall: Differences Between Children, Adolescents, and Adults. Discourse Processes 53:5-6, pages 488-512.
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Jessie De Naeghel, Hilde Van Keer, Maarten Vansteenkiste, Leen Haerens & Nathalie Aelterman. (2016) Promoting elementary school students' autonomous reading motivation: Effects of a teacher professional development workshop. The Journal of Educational Research 109:3, pages 232-252.
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Chrystine Cooper Mitchell. (2016) Learning From Rising Sixth Grade Readers: How Nooks Shaped Students’ Reading Behaviors During a Summer Independent Reading Initiative. Literacy Research and Instruction 55:1, pages 67-90.
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Norman Unrau, Gisele Ragusa & Erica Bowers. (2015) Teachers Focus on Motivation for Reading: “It’s All About Knowing the Relationship”. Reading Psychology 36:2, pages 105-144.
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NormanJ. Unrau & Matthew Quirk. (2014) Reading Motivation and Reading Engagement: Clarifying Commingled Conceptions. Reading Psychology 35:3, pages 260-284.
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John Mark Froiland & Emily Oros. (2014) Intrinsic motivation, perceived competence and classroom engagement as longitudinal predictors of adolescent reading achievement. Educational Psychology 34:2, pages 119-132.
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Ana Taboada, Dianna Townsend & Mary
Jane Boynton. (2013) Mediating Effects of Reading Engagement on the Reading Comprehension of Early Adolescent English Language Learners. Reading & Writing Quarterly 29:4, pages 309-332.
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AmyN. Ho & JohnT. Guthrie. (2013) Patterns of Association Among Multiple Motivations and Aspects of Achievement in Reading. Reading Psychology 34:2, pages 101-147.
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Ana
Taboada Barber & MichelleM. Buehl. (2013) Relations Among Grade 4 Students’ Perceptions of Autonomy, Engagement in Science, and Reading Motivation. The Journal of Experimental Education 81:1, pages 22-43.
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DavidD. Paige. (2011) Engaging Struggling Adolescent Readers Through Situational Interest: A Model Proposing the Relationships Among Extrinsic Motivation, Oral Reading Proficiency, Comprehension, and Academic Achievement. Reading Psychology 32:5, pages 395-425.
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Lourdes Mata. (2011) Motivation for Reading and Writing in Kindergarten Children. Reading Psychology 32:3, pages 272-299.
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Jochem Thijs. (2011) Ethnic Differences in Teacher-Oriented Achievement Motivation: A Study Among Early Adolescent Students in the Netherlands. The Journal of Genetic Psychology 172:2, pages 121-140.
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Ana Taboada & Vanessa Rutherford. (2011) Developing Reading Comprehension and Academic Vocabulary for English Language Learners Through Science Content: A Formative Experiment. Reading Psychology 32:2, pages 113-157.
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Matthew Quirk, Norman Unrau, Gisele Ragusa, Robert Rueda, Hyo Lim, Alejandra Velasco, Kayoko Fujii, Erica Bowers, Ann Nemerouf & Gustavo Loera. (2010) Teacher Beliefs About Reading Motivation and Their Enactment in Classrooms: The Development of a Survey Questionnaire. Reading Psychology 31:2, pages 93-120.
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Michael Putman. (2009) Running the Race to Improve Self-Efficacy. Kappa Delta Pi Record 45:2, pages 53-57.
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Scott C. Greenwood & Patrick P. McCabe. (2008) How Learning Contracts Motivate Students. Middle School Journal 39:5, pages 13-22.
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Stephan Merke, Lesya Ganushchak & Roel van Steensel. (2024) Effects of additions to independent silent reading on students’ reading proficiency, motivation, and behavior: Results of a meta-analysis. Educational Research Review 42, pages 100572.
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David Manzano-Sánchez, Alfonso Valero-Valenzuela & David Hortigüela-Alcalá. (2023) La responsabilidad como predictor del clima y la violencia escolar a través de la motivación autónoma en las clases de Educación Física: diferencias en función del sexo y la etapa educativa. Revista de Psicodidáctica.
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Rui Wu, Fei Liu, Xiangfu Situ & Wei Huang. (2023) “Reading A Book, By A Gain In Your Wit”--How to cultivate high school students' sustainable reading: A multi-factor analysis. Heliyon 9:12, pages e23333.
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Xiao-Yun Xiao. (2022) How motivational constructs predict reading amount and reading achievement: The role of reading attitude and reading self-concept. Power and Education 15:3, pages 341-361.
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Shengnan Geng, Yanqun Lu & Hua Shu. (2022) Cross-cultural generalizability of expectancy-value theory in reading: A multilevel analysis across 80 societies. Current Psychology 42:22, pages 18943-18958.
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Joel J.P. Ogutu & Edward Okaya Khasakhala. (2023) Nexus between Academic Motivation and Self-actualization among Students of Public Universities in Western Kenya. EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES 4:3, pages 146-157.
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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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Hao Liu, Xi Chen & Xiaoxiao Liu. (2022) Factors influencing secondary school students’ reading literacy: An analysis based on XGBoost and SHAP methods. Frontiers in Psychology 13.
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Claudia C. Sutter & Laurie O. Campbell. (2022) The role of academic self-determined reading motivation, reading self-concept, home reading environment, and student reading behavior in reading achievement among American Indian and Hispanic students. Contemporary Educational Psychology 70, pages 102093.
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