How children's motivations relate to literacy development and instruction

Reading Teacher

Volumn 49, Issue 8, 1996, Pages 660-662

  Metsala, Jamie L ^a  

^a UNIVERSITY OF MARYLAND   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0038922980     PISSN: 00340561     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (7)

1. Cameron, J., & Pierce, W.D. (1994). Reinforcement, reward, and intrinsic motivation: A meta-analysis. Review of Educational Research, 64, 363-423.
2. Deci, E.L., Vallerand, R.J., Pelletier, L.G., & Ryan, R.M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26, 325-346.
3. Guthrie, J.T., McCann, A., Hynd, C., & Stahl, S. (in press). Classroom contexts promoting literacy engagement. In J. Flood, D. Lapp, & S.B. Heath (Eds.), Handbook for literacy educators: Research on teaching the communications and visual arts. New York: Macmillan.
4. McLoyd, V.C. (1979). The effects of extrinsic rewards of differential value on high and low intrinsic interest. Child Development, 50, 1010-1019.
5. Pintrich, P.R., & Schrauben, B. (1992). Students' motivational beliefs and their cognitive engagement in classroom academic tasks. In D.H. Schunk & J.L. Meese (Eds.), Student perceptions in the classroom (pp. 149-184). Hillsdale, NJ: Erlbaum.
6. Sweet, A.P., & Guthrie, J.T. (in press). Teacher perceptions and students' motivation to read (Research Report). Athens, GA: University of Georgia, National Reading Research Center.
7. Wigfield, A. (in press). Dimensions of children's motivations for reading: An initial study (Research Report). Athens, GA: University of Georgia, National Reading Research Center.