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.

Children's Academic Intrinsic Motivation Inventory (CAIMI) (Gottfried, 1986): A self-report scale where children either agree or disagree with 44 items measuring intrinsic motivation for classroom learning. It includes content for reading, math, social studies, science, and overall school experience.

References

Atit, K., Power, J. R., Veurink, N., Uttal, D. H., Sorby, S., Panther, G., ... & Carr, M. (2020). Examining the role of spatial skills and mathematics motivation on middle school mathematics achievement. International Journal of STEM Education, 7, 1-13.

Alliance for Excellent Education. (2018). Science of adolescent learning: Risk taking, rewards, and relationships. Retrieved from https://all4ed.org/science-of-adolescent-learning-risk-taking-rewards-and-relationships/

Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148.

Bargamadi, M., Mahdian, H., & Yamini, M. (2019). Comparison of the effectiveness of working memory and mindfulness training on educational well-being, academic self-regulation and academic achievement motivation of high school students. Iranian Journal of Educational Sociology, 2(2), 100-111.

Carter Andrews, D. J. (2012). Black achievers' experiences with racial spotlighting and ignoring in a predominantly White high school. Teachers College Record, 114(10), 1-46.

Cleary, T. J., & Chen, P. P. (2009). Self-regulation, motivation, and math achievement in middle school: Variations across grade level and math context. Journal of School Psychology, 47(5), 291-314.

Dowson, M., & McInerney, D. M. (2003). What do students say about their motivational goals?: Towards a more complex and dynamic perspective on student motivation. Contemporary Educational Psychology, 28(1), 91-113.

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.

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

Farnam, A., & Anjomshoaa, H. (2020). The relationship between metacognition skills with academic motivation and academic achievement among high school students in Kerman, Iran. International Journal of Pediatrics, 8(1), 10759-10766.

Froiland, J. M., & Davison, M. L. (2016). The longitudinal influences of peers, parents, motivation, and mathematics course-taking on high school math achievement. Learning and Individual Differences, 50, 252-259.

Gottfried, A. E. (1986). Children's academic intrinsic motivation inventory (CAIMI). PAR.

Gottfried, A. E., Marcoulides, G. A., Gottfried, A. W., Oliver, P. H., & Guerin, D. W. (2007). Multivariate latent change modeling of developmental decline in academic intrinsic math motivation and achievement: Childhood through adolescence. International Journal of Behavioral Development, 31(4), 317-327.

Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (1998). Role of cognitively stimulating home environment in children's academic intrinsic motivation: A longitudinal study. Child Development, 69(5), 1448-1460.

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

Jansen, A. (2006). Seventh graders' motivations for participating in two discussion-oriented mathematics classrooms. The Elementary School Journal, 106(5), 409-428.

Jansen, A. (2012). Developing productive dispositions during small-group work in two sixth-grade mathematics classrooms: Teachers' facilitation efforts and students' self-reported benefits. Middle Grades Research Journal, 7(1), 37-56.

Linnenbrink, E. A. (2005). The dilemma of performance-approach goals: The use of multiple goal contexts to promote students' motivation and learning. Journal of Educational Psychology, 97(2), 197-213.

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.

Mercader, J., Miranda, A., Presentacion, M. J., Siegenthaler, R., & Rosel, J. F. (2018). Contributions of motivation, early numeracy skills, and executive functioning to mathematical performance. A longitudinal study. Frontiers in psychology, 8, 2375.

Morsink, S., Sonuga-Barke, E., Mies, G., Glorie, N., Lemiere, J., Van der Oord, S., & Danckaerts, M. (2017). What motivates individuals with ADHD? A qualitative analysis from the adolescent's point of view. European Child & Adolescent Psychiatry, 26, 923-932.

Nelson, R. M., & DeBacker, T. K. (2008). Achievement motivation in adolescents: The role of peer climate and best friends. The Journal of Experimental Education, 76(2), 170-189.

Özcan, Z. Ç., & Eren Gumuş, A. (2019). A modeling study to explain mathematical problem-solving performance through metacognition, self-efficacy, motivation, and anxiety. Australian Journal of Education, 63(1), 116-134.

Piña-Watson, B., Lopez, B., Ojeda, L., & Rodriguez, K. M. (2015). Cultural and cognitive predictors of academic motivation among Mexican American adolescents: Caution against discounting the impact of cultural processes. Journal of Multicultural Counseling and Development, 43(2), 109-121.

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.

Smith, Z. R., Langberg, J. M., Cusick, C. N., Green, C. D., & Becker, S. P. (2020). Academic motivation deficits in adolescents with ADHD and associations with academic functioning. Journal of abnormal child psychology, 48(2), 237-249.

Sibley, M. H., Graziano, P. A., Ortiz, M., Rodriguez, L., & Coxe, S. (2019). Academic impairment among high school students with ADHD: The role of motivation and goal-directed executive functions. Journal of school psychology, 77, 67-76.

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

Umaña-Taylor, A. J., Tynes, B. M., Toomey, Russell, B., Williams, D. R., & Mitchell, K. J. (2015). Latino adolescents' perceived discrimination in online and offline settings: An examination of cultural risk and protective factors. Developmental Psychology, 51(1), 87-100.

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

Yates, N., & Patall, E. A. (2021). Exploring the relationship between Black high school students' external regulation and intrinsic motivation. Motivation and Emotion, 45(2), 146-158.