Return to References: Motivation factor page.
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
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.
Atkinson, A. L., Waterman, A. H., & Allen, R. J. (2019). Can children prioritize more valuable information in working memory? An exploration into the effects of motivation and memory load. Developmental Psychology, 55(5), 967.
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Battistich, V., Solomon, D., Kim, D. I., Watson, M., & Schaps, E. (1995). Schools as communities, poverty levels of student populations, and students' attitudes, motives, and performance: A multilevel analysis. American Educational Research Journal, 32(3), 627-658.
Bauer, R. H., & Peller-Porth, V. (1990). The effect of increased incentive on free recall by learning-disabled and nondisabled children. The Journal of General Psychology, 117(4), 447-461.
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.
Boekaerts M., & Boscolo, P. (2002). Interest in learning, learning to be interested. Learning and Instruction, 12, 375-382.
Boulton, M. J., Don, J., & Boulton, L. (2011). Predicting children's liking of school from their peer relationships. Social Psychology of Education, 14, 489-501.
Brown, T. E. (2017). Outside the box: rethinking ADD/ADHD in children and adults: A practical guide. American Psychiatric Pub.
Burton, S., Knibb, G., & Jones, A. (2021). A meta-analytic investigation of the role of reward on inhibitory control. Quarterly Journal of Experimental Psychology, 74(10), 1818-1828.
Butler‐Barnes, S. T., Leath, S., Williams, A., Byrd, C., Carter, R., & Chavous, T. M. (2018). Promoting resilience among African American girls: Racial identity as a protective factor. Child Development, 89(6), e552-e571.
Cappella, E., Kim, H. Y., Neal, J. W., & Jackson, D. R. (2013). Classroom peer relationships and behavioral engagement in elementary school: The role of social network equity. American Journal of Community Psychology, 52, 367-379.
Centers for Disease Control and Prevention. (2023). Anxiety and depression in children. Centers for Disease Control and Prevention.
Chan, N. Y., Wu, W. J., Chan, J. W. Y., Chan, K. C. C., Li, A. M., Chan, S. S. M., & Wing, Y. K. (2023). Sleep and academic performance among students in Hong Kong: Curvilinear relationship suggesting an optimal amount of sleep. Sleep Medicine, 106, 97-105.
Chang, F., & Burns, B. M. (2005). Attention in preschoolers: Associations with effortful control and motivation. Child Development, 76(1), 247-263.
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.
Corpus, J. H., & Good, K. (2020). The effects of praise on children's intrinsic motivation revisited. Psychological Perspectives on Praise. Routledge.
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.
Deci, E. L., Eghrari, H., Patrick, B. C., & Leone, D. R. (1994). Facilitating internalization: The self-determination perspective. Journal of Personality, 62, 119-142.
Demaray, M. K., & Malecki, C. K. (2002). Critical levels of perceived social support associated with student adjustment. School Psychology Quarterly, 17(3), 213.
De Naeghel, J., Van Keer, H., Vansteenkiste, M., Haerens, L., & Aelterman, N. (2016). Promoting elementary school students' autonomous reading motivation: Effects of a teacher professional development workshop. The Journal of Educational Research, 109(3), 232-252.
Dovis, S., Van der Oord, S., Wiers, R. W., & Prins, P. J. (2015). ADHD subtype differences in reinforcement sensitivity and visuospatial working memory. Journal of Clinical Child & Adolescent Psychology, 44(5), 859-874.
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, 91-113.
Duchesneau, N. (2020). Social, Emotional, and Academic Development through an Equity Lens. Education Trust.
Dudovitz, R. N., Izadpanah, N., Chung, P. J., & Slusser, W. (2016). Parent, teacher, and student perspectives on how corrective lenses improve child wellbeing and school function. Maternal and Child Health Journal, 20, 974-983.
Dweck, C. S. (2017). The journey to children's mindsets—and beyond. Child Development Perspectives, 11(2), 139-144.
Eccles, J., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132.
Froiland, J. M., Oros, E., Smith, L., & Hirchert, T. (2012). Intrinsic motivation to learn: The nexus between psychological health and academic success. Contemporary School Psychology: Formerly" The California School Psychologist", 16, 91-100.
Gillen‐O'Neel, C., Ruble, D. N., & Fuligni, A. J. (2011). Ethnic stigma, academic anxiety, and intrinsic motivation in middle childhood. Child Development, 82(5), 1470-1485.
Gonzalez-DeHass, A. R., Willems, P. P., & Holbein, M. F. D. (2005). Examining the relationship between parental involvement and student motivation. Educational Psychology Review, 17, 99-123.
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.
Gottfried, A. E. (1983). Intrinsic motivation in young children. Young Children, 39(1), 64-73.
Grant Jr, D. E., & Hill, J. B. (2020). Activating culturally empathic motivation in diverse students. Journal of Education and Learning, 9(5), 45-58.
Helfinstein, S. M., Kirwan, M. L., Benson, B. E., Hardin, M. G., Pine, D. S., Ernst, M., & Fox, N. A. (2013). Validation of a child-friendly version of the monetary incentive delay task. Social Cognitive and Affective Neuroscience, 8(6), 720-726.
Henderlong, J., & Lepper, M. R. (2002). The effects of praise on children's intrinsic motivation: a review and synthesis. Psychological Bulletin, 128(5), 774.
Hennessey, B. A., Amabile, T. M., & Martinage, M. (1989). Immunizing children against the negative effects of reward. Contemporary Educational Psychology, 14(3), 212-227.
Hennessey, B. A. (2001). The social psychology of creativity: Effects of evaluation on intrinsic motivation and creativity of performance. In Multiple perspectives on the effects of evaluation on performance: Toward an integration (pp. 47-75).
Hosan, N. E., & Hoglund, W. (2017). Do Teacher–Child Relationship and Friendship Quality Matter for Children's School Engagement and Academic Skills?. School Psychology Review, 46(2), 201-218.
Hu, W., Jia, X., Plucker, J. A., & Shan, X. (2016). Effects of a critical thinking skills program on the learning motivation of primary school students. Roeper Review, 38(2), 70-83.
Immordino-Yang, M.H. (2016). Emotion, sociality, and the brain's default mode network: Insights for educational practice and policy. Policy Insights from the Behavioral and Brain Sciences, 3(2), 211–219.
Järvelä, S., Järvenoja, H., & Malmberg, J. (2012). How elementary school students' motivation is connected to self-regulation. Educational Research and Evaluation, 18(1), 65-84.
Jirout, J. J. (2020). Supporting early scientific thinking through curiosity. Frontiers in Psychology, 11, 1717.
Kirby, J. R., Ball, A., Geier, B. K., Parrila, R., & Wade‐Woolley, L. (2011). The development of reading interest and its relation to reading ability. Journal of Research in Reading, 34(3), 263-280.
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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.
Łodygowska, E., Chęć, M., & Samochowiec, A. (2017). Academic motivation in children with dyslexia. The Journal of Educational Research, 110(5), 575-580.
Ludden, A. B. (2011). Engagement in school and community civic activities among rural adolescents. Journal of Youth and Adolescence, 40, 1254-1270.
Matthews, J. S. (2018). When am I ever going to use this in the real world? Cognitive flexibility and urban adolescents' negotiation of the value of mathematics. Journal of Educational Psychology, 110(5), 726–746.
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Meece, J. L., Anderman, E. M., & Anderman, L. H. (2006). Classroom goal structure, student motivation, and academic achievement. Annu. Rev. Psychol., 57, 487-503.
Meijer, Habekothé, & Den Wittenboer, V. (2000). Time in bed, quality of sleep and school functioning of children. Journal of Sleep Research, 9(2), 145-153.
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.
Osterman, K. F. (2000). Students' need for belonging in the school community. Review of Educational Research, 70(3), 323-367.
Pajares, F. (2006). Self-efficacy during childhood and adolescence. Self-Efficacy Beliefs of Adolescents, 5, 339-367.
Pintrich, P. R., & Schunk, D. H. (2002). Motivation in Education: Theory, Research, and Applications (2nd Ed.). Merrill Prentice Hall.
Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667-686.
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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.
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Samara, M., Da Silva Nascimento, B., El-Asam, A., Hammuda, S., & Khattab, N. (2021). How can bullying victimisation lead to lower academic achievement? A systematic review and meta-analysis of the mediating role of cognitive-motivational factors. International Journal of Environmental Research and Public Health, 18(5), 2209.
Sebire, S. J., Jago, R., Fox, K. R., Edwards, M. J., & Thompson, J. L. (2013). Testing a self-determination theory model of children's physical activity motivation: a cross-sectional study. International Journal of Behavioral Nutrition and Physical Activity, 10, 1-9.
Sikora, R. M. (2019). Teachers' social support, somatic complaints and academic motivation in children and early adolescents. Scandinavian journal of psychology, 60(2), 87-96.
Sinopoli, K. J., Schachar, R., & Dennis, M. (2011). Reward improves cancellation and restraint inhibition across childhood and adolescence. Developmental Psychology, 47(5), 1479.
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.
Spliethoff, L., Li, S. C., & Dix, A. (2022). Incentive motivation improves numerosity discrimination in children and adolescents. Scientific Reports, 12(1), 10038.
Sun, B., O'Brien, B. A., Arshad, N. A. B., & Sun, H. (2023). The contribution of intrinsic motivation and home literacy environment to Singaporean bilingual children's receptive vocabulary. Reading and Writing, 1-29.
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van Schijndel, T. J., Jansen, B. R., & Raijmakers, M. E. (2018). Do individual differences in children's curiosity relate to their inquiry-based learning?. International Journal of Science Education, 40(9), 996-1015.
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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.
Wentzel, K. R., Jablansky, S., & Scalise, N. R. (2021). Peer social acceptance and academic achievement: A meta-analytic study. Journal of Educational Psychology, 113(1), 157.
Wigfield, A., Gladstone, J. R., & Turci, L. (2016). Beyond cognition: Reading motivation and reading comprehension. Child Development Perspectives, 10(3), 190-195.
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Wilson‐Lopez, A., Mejia, J. A., Hasbún, I. M., & Kasun, G. S. (2016). Latina/o adolescents' funds of knowledge related to engineering. Journal of Engineering Education, 105(2), 278-311.
Wu, X., Anderson, R. C., Nguyen-Jahiel, K., & Miller, B. (2013). Enhancing motivation and engagement through collaborative discussion. Journal of Educational Psychology, 105(3), 622.