Measures and References: Motivation

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Measures

Numerous measures exist to gain a full picture of a student's learning strengths and challenges. Following are examples of measures used to assess this Learner Factor. These measures should be administered and interpreted by experienced professionals.

Motivations for Reading Questionnaire (Wigfield & Guthrie, 1997): Examines reading Motivation in students in third to eighth grade through a student-rated assessment measuring 11 reading Motivation constructs

Writing Attitude Survey (Kear et al., 2000): Assesses attitude towards writing by asking students to rate how happy or upset they would feel about different writing situations and scenarios

References

Becker, M., McElvany, N., & Kortenbruck, M. (2010). Intrinsic and extrinsic reading motivation as predictors of reading literacy: A longitudinal study. Journal of Educational Psychology, 102(4), 773-785.

Cho, E., Roberts, G. J., Capin, P., Roberts, G., Miciak, J., & Vaughn, S. (2015). Cognitive Attributes, Attention, and Self‐Efficacy of Adequate and Inadequate Responders in a Fourth Grade Reading Intervention. Learning Disabilities Research & Practice, 30(4), 159-170.

Compton, D. L. (2002). The relationships among phonological processing, orthographic processing, and lexical development in children with reading disabilities. The Journal of Special Education, 35(4), 201-210.

Cubillo, A., Halari, R., Smith, A., Taylor, E., & Rubia, K. (2012). A review of fronto-striatal and fronto-cortical brain abnormalities in children and adults with Attention Deficit Hyperactivity Disorder (ADHD) and new evidence for dysfunction in adults with ADHD during motivation and attention. Cortex, 48(2), 194-215.

Cunningham, A.E., & Stanovich, K.E. (1990). Assessing print exposure and orthographic processing skill in children: A quick measure of reading experience. Journal of Educational Psychology, 82, 733-740.

De Naeghel, J., Van Keer, H., Vansteenkiste, M., & Rosseel, Y. (2012). The relation between elementary students' recreational and academic reading motivation, reading frequency, engagement, and comprehension: A self-determination theory perspective. Journal of Educational Psychology, 104(4), 1006-1021.

Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109-132.

Graham, S., & Harris, K. R. (2009). Almost 30 years of writing research: Making sense of it all with The Wrath of Khan. Learning Disabilities Research & Practice, 24(2), 58-68.

Grant Jr, D. E., & Hill, J. B. (2020). Activating culturally empathic motivation in diverse students. Journal of Education and Learning, 9(5), 45-58.

Guthrie, J. T., & Wigfield, A. (1999). How motivation fits into a science of reading. Scientific studies of reading, 3(3), 199-205.

Guthrie, J. T., Wigfield, A., Metsala, J. L., & Cox, K. E. (1999). Motivational and cognitive predictors of text comprehension and reading amount. Scientific Studies of Reading, 3(3), 231-256.

Iyengar, S., & Ball, D. (2007). To read or not to read: A question of national consequence. Washington, DC: National Endowment for the Arts.

Jarvela, S., Jarvenoja, H., & Malmberg, J. (2012). How elementary school students' motivation is connected to self-regulation. Educational Research and Evaluation, 18(1), 65-84.

Jones, S. (2020). Measuring reading motivation: A cautionary tale. The Reading Teacher, 74(1), 79-89.

Katzir, T., Lesaux, N. K., & Kim, Y. S. (2009). The role of reading self-concept and home literacy practices in fourth grade reading comprehension. Reading and Writing, 22(3), 261-276.

Kear, D. J., Coffman, G. A., McKenna, M. C., & Ambrosio, A. L. (2000). Measuring attitude toward writing: A new tool for teachers. The Reading Teacher, 54(1), 10-23.

Lehmann, R. H., Peek, R., & Poerschke, J. (1997). HAMLET 3-4: Hamburger Lesetest fu ̈ r 3 bis 4 Klassen [HAMLET 3- 4: Hamburg Reading Test for Grades 3 to 4]. Weinheim, Germany: Beltz.

Lin, D., Wong, K. K., & McBride-Chang, C. (2012). Reading motivation and reading comprehension in Chinese and English among bilingual students. Reading and Writing, 25(3), 717-737.

MacGinitie, W. H., MacGinitie, R. K., Maria, K. & Dreyer, L. G. (2000). Gates MacGinitie Reading Tests. Rolling Meadows, IL: Riverside.

Matthews, J. S., Banerjee, M., & Lauermann, F. (2014). Academic identity formation and motivation among ethnic minority adolescents: The role of the "self" between internal and external perceptions of identity. Child Development, 85(6), 2355-2373.

McKenna, M. C, & Kear, D. (1990). Measuring attitude toward reading: A new tool for teachers. The Reading Teacher, 43, 626-636.

McKool, S. S. (2007). Factors that influence the decision to read: An investigation of fifth grade students' out-of-school reading habits. Reading Improvement, 44(3), 111-132.

Miyamoto, A., Pfost, M., & Artelt, C. (2018). Reciprocal relations between intrinsic reading motivation and reading competence: A comparison between native and immigrant students in Germany. Journal of Research in Reading, 41(1), 176-196.

Möller, J. & Bonerad, E.M. (2007). [Fragebogen zur habituellen Lesemotivation Habitual Reading Motivation Questionnaire]. Psychologie in Erziehung und Unterricht, 54, 259-267.

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Owings, J., McMillan, M., Ahmed, S., West, J., Quinn, P., Hausken, E., ... & Pollack, J. (1994). A guide to using NELS: 88 data. Washington, DC: National Center for Education Statistics.

Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading & Writing Quarterly, 19(2), 139-158.

Pajares, F., Hartley, J. & Valiante, G. (2001). Response format in Writing Self-Efficacy Scales. Greater discrimination increases prediction. Measurement and Evaluation in Counseling and Development, 33, 214-221.

Pajares, F., Johnson, M. J., & Usher, E. L. (2007). Sources of writing self-efficacy beliefs of elementary, middle, and high school students. Research in the Teaching of English, 42(1), 104-120.

Rosner, J. (1975). Test of Auditory Analysis Skills. Novato, CA: Academic Therapy.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.

Schiefele, U. (1999). Interest and learning from text. Scientific Studies of Reading, 3(3), 257-279.

Schiefele, U. (2009). Situational and individual interest. In K.R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 197-222). New York: Routledge.

Schiefele, U., Schaffner, E., Moller, J., & Wigfield, A. (2012). Dimensions of reading motivation and their relation to reading behavior and competence. Reading Research Quarterly, 47(4), 427-463.

Scholastic. (2017). Kids & Family Reading Report - 6th Edition. New York, NY: Scholastic, Inc.

Skalski, S., Pochwatko, G., & Balas, R. (2021). Impact of motivation on selected aspects of attention in children with ADHD. Child Psychiatry & Human Development, 52(4), 586-595.

Tabassam, W., & Grainger, J. (2002). Self-concept, attributional style and self-efficacy beliefs of students with learning disabilities with and without attention deficit hyperactivity disorder. Learning Disability Quarterly, 25(2), 141-151.

Taboada, A., Tonks, S. M., Wigfield, A., & Guthrie, J. T. (2009). Effects of motivational and cognitive variables on reading comprehension. Reading and Writing, 22(1), 85-106.

The Education Trust. (August, 2020). Social, emotional, and academic development through an equity lens. Washington, DC.

Wasserberg, M. J. (2014). Stereotype threat effects on African American children in an urban elementary school. The Journal of Experimental Education, 82(4), 502-517.

Weiser, B. (2014). Academic diversity: Ways to motivate and engage students with learning disabilities. Council for Learning Disabilities, 1-16.

Wiederholt, J. L., & Blalock, G. (2000). Gray Silent Reading Test. Austin, TX: PRO-ED.

Wigfield, A. & Guthrie, J.T. (1997). Relations of children's motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology, 89, 420-432.

Witherspoon, D. P., Daniele, L. L., Mason, A. E., & Phillips Smith, E. (2016). Racial-ethnic identity in context: Examining mediation of neighborhood factors on children's academic adjustment. American Journal of Community Psychology, 57(1-2), 87-101.