Measures and References: Motivation

Return to Motivation factor page.

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

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.

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.

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.

Deci, E. L., Eghrari, H., Patrick, B. C., & Leone, D. R. (1994). Facilitating internalization: The self-determination perspective. Journal of Personality, 62, 119-142.

Emerson, A. M., & Hall, A. H. (2018). Supporting preschoolers' writing identities in the scribbling phase. The Reading Teacher, 72(2), 257-260.

Erhardt, R. P., & Meade, V. (2005). Improving handwriting without teaching handwriting: The consultative clinical reasoning process. Australian Occupational Therapy Journal, 52(3), 199-210.

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

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.

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.

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.

Łodygowska, E., Chęć, M., & Samochowiec, A. (2017). Academic motivation in children with dyslexia. The Journal of Educational Research, 110(5), 575-580.

McKenna, M. C., & Kear, D. J. (1990). Measuring attitude toward reading: A new tool for teachers. The Reading Teacher, 43(9), 626-639.

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.

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.

Torppa, M., Poikkeus, A. M., Laakso, M. L., Tolvanen, A., Leskinen, E., Leppanen, P. H., ... Lyytinen, H. (2007). Modeling the early paths of phonological awareness and factors supporting its development in children with and without familial risk of dyslexia. Scientific Studies of Reading, 11, 73-103.

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.

Vaknin-Nusbaum, V., Nevo, E., Brande, S., & Gambrell, L. (2018). Developmental aspects of reading motivation and reading achievement among second grade low achievers and typical readers. Journal of Research in Reading, 41(3), 438-454.

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.

Vitiello, V. E., Greenfield, D. B., Munis, P., & George, J. (2011). Cognitive flexibility, approaches to learning, and academic school readiness in head start preschool children. Early Education and Development, 22(3), 338-410.

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