Motivation, Needs Support, and Language Arts Classroom Practices: Creation and Validation of a Measure of Young Adolescents’ Perceptions

Figures & data

Table 1. Textbook Series Used in Quantitative Content Analysis.

State	Citation
California	Glencoe Literature California Treasures, Teacher Edition. (2010). Columbus, OH: Glencoe/McGraw-Hill. (Course 1, 2, & 3)
	Holt Literature and Language Arts, Teacher’s Edition. (2010). Austin, TX: Holt, Rinehart, and Winston. (Introductory, first, and second course)
	McDougal Littell Literature, Teacher Edition. (2009). Evanston, IL: McDougal Littell. (Grade 6, 7, & 8)
Florida	Mirrors and Windows: Connecting with Literature, Annotated Teacher’s Edition. (2012). St. Paul, MN: EMC Publishing LLC. (Level I, II, & III)
	Florida Collections, Teacher’s Edition. (2015). Orlando, FL: Houghton Mifflin Harcourt Publishing Company. (Grade 6, 7, & 8)
	Pearson Common Core Literature Florida, Teacher’s Edition. (2015). Boston, MA: Pearson. (Grade 6, 7, & 8)

Table 2. Initial Item Pool for LARPS, Ranked by Overall Frequency.

Code	Name	Frequency rank by full total	Frequency rank by page total
9	Open-ended questions in textbook	1	2
10	Teacher-initiated questions	2	1
15	Graphic organizer	3	3
13	Whole class, teacher-mediated discussion	4	4
22	Multiple-choice questions	5	16
14	Collaborative discussions	6	5
6	Audio of text	7	6
16	Think-aloud modeling by teacher	8	7
20	Creative (non-essay) response to text	9	9
11	Take notes	10	8
18	Respond to text in essay format	11	10
8	Teacher read-aloud	12	11
2	Summarize	13	13
24	Small group/partner assignment	14	12
3	Student-generated questions	15	15

Table 3. Demographic Characteristics of Participants (N = 210).

	School A		School B		Total sample
	n	%	n	%	N	%
Gender
Male	89	47.6	11	47.8	100	47.6
Female	98	52.4	12	52.2	110	52.4
Grade
6	96	51.3	15	65.2	111	52.9
7	36	19.3	0	0.0	36	17.1
8	55	29.4	8	34.8	63	30.0
Age
10	1	0.5	0	0.00	1	0.5
11	28	15.0	3	13.0	31	14.8
12	70	37.4	11	47.8	81	38.6
13	45	24.1	2	8.7	47	22.4
14	40	21.4	7	30.4	47	22.4
15	3	1.6	0	0.0	3	1.4
Race
Black/African American	21	11.2	3	13.0	24	11.4
Asian/Pacific Islander	4	2.1	1	4.3	5	2.4
White	131	70.1	17	73.9	148	70.5
Native American	1	0.5	0	0.0	1	0.5
Other/Mixed Race	30	16.0	2	8.7	32	15.2
Ethnicity
Hispanic	48	25.7	7	30.4	55	26.2
Other	139	74.3	16	69.6	155	73.8

Table 4. Descriptive Statistics for the LARPS.

Item	N	Mean	SD	Skew	Kurtosis
(1) Open-ended textbook questions freq	210	3.80	0.87	−0.778	0.910
Competence	204	3.62	1.05	−0.225	−0.507
Autonomy	201	3.40	1.17	−0.308	−0.697
Intrinsic motivation	196	3.07	1.36	−0.028	−1.081
(2) Open-ended questions asked by teacher freq	209	4.13	1.05	−1.433	1.815
Competence	197	3.66	1.17	−0.591	−0.358
Autonomy	200	3.52	1.19	−0.428	−0.482
Intrinsic motivation	197	3.19	1.36	−0.161	−1.081
(3) Multiple-choice questions freq	208	4.05	0.67	−0.729	2.003
Competence	204	3.73	1.09	−0.583	−0.179
Autonomy	200	3.40	1.24	−0.353	−0.750
Intrinsic motivation	203	3.02	1.46	−0.084	−1.309
(4) Teacher-directed, whole-class discussion freq	210	4.23	0.93	−1.494	2.416
Competence	205	3.76	1.16	−0.595	−0.444
Autonomy	198	3.73	1.18	−0.660	−0.350
Intrinsic motivation	200	3.22	1.38	−0.252	−1.074
(5) Collaborative discussion freq	209	3.69	0.94	−0.897	1.119
Competence	205	3.71	1.17	−0.616	−0.306
Autonomy	202	3.73	1.21	−0.610	−0.574
Intrinsic motivation	202	3.36	1.39	−0.278	−1.123
(6) Partner/small group work freq	210	3.56	1.12	−0.723	0.401
Competence	206	3.71	1.20	−0.743	−0.160
Autonomy	203	3.69	1.24	−0.711	−0.417
Intrinsic motivation	200	3.41	1.42	−0.415	−1.075
(7) Graphic organizer freq	210	3.23	0.92	−0.444	−0.141
Competence	197	3.47	1.21	−0.340	−0.674
Autonomy	197	3.38	1.22	−0.325	−0.717
Intrinsic motivation	198	3.06	1.37	−0.122	−1.127
(8) Take notes freq	208	3.35	1.23	−0.419	−0.628
Competence	194	3.66	1.28	−0.631	−0.613
Autonomy	192	3.41	1.26	−0.315	−0.860
Intrinsic motivation	185	3.16	1.44	−0.179	−1.230
(9) Student-generated questions freq	209	2.22	1.23	0.672	−0.579
Competence	171	3.16	1.36	−0.144	−1.061
Autonomy	172	3.16	1.39	−0.203	−1.185
Intrinsic motivation	175	2.86	1.43	0.099	−1.211
(10) Teacher think-aloud freq	210	3.60	1.24	−0.643	−0.504
Competence	195	3.63	1.24	−0.559	−0.582
Autonomy	195	3.37	1.28	−0.313	−0.908
Intrinsic motivation	193	3.31	1.41	−0.352	−1.083
(11) Creative response to text freq	208	3.13	1.15	−0.432	−0.567
Competence	197	3.65	1.16	−0.599	−0.221
Autonomy	193	3.50	1.17	−0.424	−0.532
Relatedness	192	3.35	1.29	−0.346	−0.804
Intrinsic motivation	193	3.32	1.40	−0.382	−1.086
(12) Essay response to text freq	208	3.36	0.87	−0.012	−0.342
Competence	202	3.55	1.23	−0.521	−0.526
Autonomy	202	3.40	1.26	−0.375	−0.828
Intrinsic motivation	200	3.02	1.46	−0.074	−1.286

Note. freq indicates statistics for frequency students perceived each practice as being used.

Table 5. Correlations between LARPS Competence Subscale Items and MRQ.

	Self-efficacy	Challenge	Curiosity	Importance	Involvement	Competition	Recognition	Social reasons
Open-ended text questions	.410**	.203**	.090	.235**	.206**	.157*	.271**	.250**
Open-ended teacher questions	.358**	.142*	.056	.216**	.169*	.084	.183*	.206**
Multiple-choice questions	.362**	.214**	.151*	.265**	.230**	.144*	.267**	.290**
Teacher-directed discussion	.308**	.253**	.173*	.186**	.261**	.180*	.259**	.295**
Collaborative discussion	.299**	.188**	.221*	.250**	.182**	.207**	.301**	.233**
Small group work	.345**	.303**	.267*	.310**	.298**	.230**	.334**	.269**
Graphic organizer	.328**	.121	.113	.222**	.147*	.168*	.226**	.225**
Take notes	.278**	.185**	.102	.190**	.183*	.142*	.280**	.313**
Student-generated questions	.347**	.258**	.153*	.245**	.270**	.216**	.284**	.272**
Teacher think-aloud	.352**	.279**	.184*	.292**	.294**	.142*	.328**	.263**
Creative writing	.323**	.203**	.078	.139	.277**	.179*	.267**	.261**
Essay	.223**	.134	.077	.179*	.168*	.204**	.253**	.247**
M (SD)	2.86 (.73)	2.60 (.81)	2.82 (.68)	2.78 (.90)	2.77 (.77)	2.71 (.71)	2.51 (.75)	1.77 (.60)

Note. See Table 4 for LARPS competence item means and N. N range 171–208. **p < .01 (2-tailed); *p < .05 (2-tailed)

Table 6. Correlations between LARPS Autonomy Subscale Items and MRQ.

	Self-efficacy	Challenge	Curiosity	Importance	Involvement	Competition	Recognition	Social reasons
Open-ended text questions	.202**	.081	.053	.095	.100	.161*	.169*	.137
Open-ended teacher questions	.223**	.074	.114	.160*	.138	.124	.182**	.125
Multiple-choice questions	.189**	.036	.065	.122	.148*	.132	.213**	.202**
Teacher-directed discussion	.205**	.118	.101	.079	.206**	.147*	.178*	.190**
Collaborative discussion	.233**	.120	.109	.132	.164*	.127	.202**	.157*
Small group work	.166**	.173*	.126	.134	.205**	.180*	.208**	.071
Graphic organizer	.237**	.143*	.117	.174*	.204**	.141*	.200**	.181*
Take notes	.198**	.152*	.055	.097	.173*	.070	.204**	.204**
Student-generated questions	.128	.014	−.012	.064	.071	.130	.210**	.155*
Teacher think-aloud	.261**	.163*	.094	.182*	.165*	.039	.197**	.185*
Creative writing	.229**	.080	.050	.075	.136	.127	.145*	.139
Essay	.184**	.123	.068	.152*	.162*	.221**	.231**	.252**
M (SD)	2.86 (.73)	2.60 (.81)	2.82 (.68)	2.78 (.90)	2.77 (.77)	2.71 (.71)	2.51 (.75)	1.77 (.60)

Note. See Table 4 for LARPS autonomy item means and N. N range 172–203. **p < .01 (2-tailed); *p < .05 (2-tailed)

Table 7. Correlations between LARPS Intrinsic Motivation Subscale Items and MRQ.

	Self-efficacy	Challenge	Curiosity	Importance	Involvement	Competition	Recognition	Social reasons
Open-ended text questions	.500**	.378**	.325**	.365**	.363**	.239**	.384**	.344**
Open-ended teacher questions	.419**	.365**	.307**	.258**	.361**	.119	.312**	.252**
Multiple-choice questions	.398**	.244**	.203**	.231**	.317**	.137	.241**	.210**
Teacher-directed discussion	.301**	.298**	.217**	.186**	.318**	.068	.228**	.194**
Collaborative discussion	.350**	.289**	.230**	.258**	.298**	.146*	.261**	.221**
Small group work	.325**	.259**	.184**	.285**	.296**	.206**	.276**	.230**
Graphic organizer	.301**	.237**	.199**	.247**	.232**	.132	.250**	.228**
Take notes	.243**	.177*	.114	.165*	.212**	.080	.275**	.211**
Student-generated questions	.275**	.179*	.102	.143	.211**	.029	.187*	.188*
Teacher think-aloud	.239**	.172*	.045	.203**	.192**	.119	.214**	.138
Creative writing	.258**	.253**	.161*	.227**	.306**	.113	.266**	.304**
Essay	.216**	.205**	.108	.227**	.188**	.501**	.256**	.267**
M (SD)	2.86 (.73)	2.60 (.81)	2.82 (.68)	2.78 (.90)	2.77 (.77)	2.71 (.71)	2.51 (.75)	1.77 (.60)

Note. See Table 4 for LARPS intrinsic motivation item means and N. N range 175–203. **p < .01 (2-tailed); *p < .05 (2-tailed)

Table

		Daily	Weekly	1–2 times a month	1–2 times a semester	Never
This is used in my LA classroom:		⃝	⃝	⃝	⃝	⃝
	A lot 5	4	Somewhat 3	2	Not at all 1	I don’t know
When I do this in my LA class:
I feel confident in my ability to be a successful reader.	⃝	⃝	⃝	⃝	⃝	⃝
I feel like I have options for sharing what I have read.	⃝	⃝	⃝	⃝	⃝	⃝
I participate because it makes reading enjoyable.	⃝	⃝	⃝	⃝	⃝	⃝