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.
Teacher Engagement Report Form-New (TERF-N): A 10-item, paper-and-pencil survey for an educator to complete about each student, using a Likert Type scale. The questionnaire items address aspects of affective, behavioral, and cognitive engagement.
School Motivation and Learning Strategies Inventory -- Teen form: (SMALSI: Stroud et al., 2008): Assesses learning strategies and can be used by educators to identify strengths and weaknesses and administer appropriate interventions.Sub-scores include Study strategies, Note taking/Listening skills, Reading/Comprehension strategies, Writing/Research skills, Test-taking strategies, Organizational techniques/Time management, Low academic motivation, Test anxiety, Concentration difficulty.
Ballard, P. J., Malin, H., Porter, T. J., Colby, A., & Damon, W. (2015). Motivations for civic participation among diverse youth: More similarities than differences. Research in Human Development, 12(1-2), 63-83.
Banerjee, S., Frey, H. P., Molholm, S., & Foxe, J. J. (2015). Interests shape how adolescents pay attention: The interaction of motivation and top‐down attentional processes in biasing sensory activations to anticipated events. European Journal of Neuroscience, 41(6), 818-834.
Bao, X., Xue, H., Zhang, Q., & Xu, W. (2023). Academic stereotype threat and engagement of higher vocational students: A moderated mediation model. Social Psychology of Education, 1-17.
Boekaerts M., & Boscolo, P. (2002). Interest in learning, learning to be interested. Learning and Instruction, 12, 375-382.
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.
Camacho, A., Alves, R. A., & Boscolo, P. (2021). Writing motivation in school: A systematic review of empirical research in the early twenty-first century. Educational Psychology Review, 33(1), 213-247.
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.
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.
Duchesneau, N. (2020). Social, Emotional, and Academic Development through an Equity Lens. Education Trust.
Eccles, J., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132.
Elmelid, A., Stickley, A., Lindblad, F., Schwab-Stone, M., Henrich, C. C., & Ruchkin, V. (2015). Depressive symptoms, anxiety and academic motivation in youth: Do schools and families make a difference? Journal of adolescence, 45, 174-182.
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.
Gnambs, T., & Hanfstingl, B. (2016). The decline of academic motivation during adolescence: An accelerated longitudinal cohort analysis on the effect of psychological need satisfaction. Educational Psychology, 36(9), 1691-1705.
Goodenow, C., & Grady, K. E. (1993). The relationship of school belonging and friends' values to academic motivation among urban adolescent students. The journal of experimental education, 62(1), 60-71.
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., Preston, K. S. J., Gottfried, A. W., Guerin, D. W., Oliver, P. H., & Ramos, M. C. (2023). Latent profiles of high school academic intrinsic motivation: Relations to educational attainment, curiosity, and work and leadership motivation in adulthood. Motivation Science.
Grant Jr, D. E., & Hill, J. B. (2020). Activating culturally empathic motivation in diverse students. Journal of Education and Learning, 9(5), 45-58.
Gillison, F. B., Standage, M., & Skevington, S. M. (2006). Relationships among adolescents' weight perceptions, exercise goals, exercise motivation, quality of life and leisure-time exercise behaviour: a self-determination theory approach. Health Education Research, 21(6), 836-847.
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. (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).
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.
Kwan, Y. W., & Wong, A. F. (2015). Effects of the constructivist learning environment on students' critical thinking ability: Cognitive and motivational variables as mediators. International Journal of Educational Research, 70, 68-79.
Lai, E. R. (2011). Critical thinking: A literature review. Pearson's Research Reports, 6(1), 40-41.
Lepper, M. R., & Henderlong, J. (2000). Turning “play” into “work” and “work” into “play”: 25 years of research on intrinsic versus extrinsic motivation. Intrinsic and Extrinsic Motivation, 257-307.
Ludden, A. B. (2011). Engagement in school and community civic activities among rural adolescents. Journal of Youth and Adolescence, 40, 1254-1270.
Malin, H., Ballard, P. J., & Damon, W. (2015). Civic purpose: An integrated construct for understanding civic development in adolescence. Human Development, 58(2), 103-130.
Mansour, M., & Martin, A. J. (2009). Home, parents, and achievement motivation: A study of key home and parental factors that predict student motivation and engagement. The Educational and Developmental Psychologist, 26(2), 111-126.
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.
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.
Meltzer, J., & Hamann, E. T. (2004). Meeting the Literacy Development Needs of Adolescent English Language Learners Through Content Area Learning - PART ONE: Focus on Motivation and Engagement. Faculty Publications: Department of Teaching, Learning and Teacher Education, 51.
Mizuno, K., Tanaka, M., Fukuda, S., Imai-Matsumura, K., & Watanabe, Y. (2011). Relationship between cognitive function and prevalence of decrease in intrinsic academic motivation in adolescents. Behavioral and Brain Functions, 7(1), 1-11.
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.
Neel, C. G. O., & Fuligni, A. (2013). A longitudinal study of school belonging and academic motivation across high school. Child Development, 84(2), 678-692.
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.
Nichols, J. D. (1996). The effects of cooperative learning on student achievement and motivation in a high school geometry class. Contemporary Educational Psychology, 21(4), 467-476.
Nichols, J. D., & Miller, R. B. (1994). Cooperative learning and student motivation. Contemporary Educational Psychology, 19(2), 167-178.
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.
Renninger, A. K. (2009). Interest and identity development in instruction: An inductive model. Educational Psychologist, 44(2), 105-118.
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.
Ryan, R. M., Deci, E. L., & Grolnick, W. S. (1995). Autonomy, relatedness, and the self: Their relation to development and psychopathology. In D. Cicchetti & D. J. Cohen (Eds.), Developmental Psychopathology, Vol. 1. Theory and methods (pp. 618–655). John Wiley & Sons.
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.
Sarrasin, J. B., Nenciovici, L., Foisy, L. M. B., Allaire-Duquette, G., Riopel, M., & Masson, S. (2018). Effects of teaching the concept of neuroplasticity to induce a growth mindset on motivation, achievement, and brain activity: A meta-analysis. Trends in Neuroscience and Education, 12, 22-31.
Satterthwaite, T. D., Ruparel, K., Loughead, J., Elliott, M. A., Gerraty, R. T., Calkins, M. E., ... & Wolf, D. H. (2012). Being right is its own reward: load and performance related ventral striatum activation to correct responses during a working memory task in youth. Neuroimage, 61(3), 723-729.
Sinopoli, K. J., Schachar, R., & Dennis, M. (2011). Reward improves cancellation and restraint inhibition across childhood and adolescence. Developmental Psychology, 47(5), 1479.
Song, J., Bong, M., Lee, K., & Kim, S. I. (2015). Longitudinal investigation into the role of perceived social support in adolescents' academic motivation and achievement. Journal of Educational Psychology, 107(3), 821.
Stroud, K. C., & Reynolds, C. R. (2006). School motivation and learning strategies inventory (SMALSI). Torrance, CA: Western Psychological Services.
van der Zanden, P. J., Meijer, P. C., & Beghetto, R. A. (2020). A review study about creativity in adolescence: Where is the social context?. Thinking Skills and Creativity, 38, 100702.
Vansteenkiste, M., Lens, W., & Deci, E. L. (2006). Intrinsic versus extrinsic goal contents in self-determination theory: Another look at the quality of academic motivation. Educational Psychologist, 41(1), 19-31.
Wang, M. T., Chow, A., Degol, J. L., & Eccles, J. S. (2017). Does everyone's motivational beliefs about physical science decline in secondary school?: Heterogeneity of adolescents' achievement motivation trajectories in physics and chemistry. Journal of Youth and Adolescence, 46, 1821-1838.
Weiser, B. (2014). Academic diversity: Ways to motivate and engage students with learning disabilities. Council for Learning Disabilities, 1-16.
Wentzel, K. R. (2005). Peer relationships, motivation, and academic performance at school. Handbook of Competence and Motivation, 279-296.
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.
Wigfield, A. (1994). Expectancy-Value theory of achievement motivation: A developmental perspective. Educational Psychology Review, 6(1), 49-78.
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.
Wright, K. L., Hodges, T. S., Enright, E., & Abbott, J. (2021). The relationship between middle and high school students' motivation to write, value of writing, writer self-beliefs, and writing outcomes. Journal of Writing Research, 12(3), 601-623.
Yeager, D. S., Lee, H. Y., & Dahl, R. E. (2017). Competence and motivation during adolescence. Handbook of competence and motivation: Theory and application, 100, 431-448.
Zsolnai, A. (2002). Relationship between children's social competence, learning motivation and school achievement. Educational Psychology, 22(3), 317-329.