Teacher and student perceptions of boys' and girls' reading motivation

Reading Psychology

Volumn 30, Issue 3, 2009, Pages 225-249

  Coddington, Cassandra S ^a   Guthrie, John T ^a  

^a UNIVERSITY OF MARYLAND   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 68249108116     PISSN: 02702711     EISSN: 15210685     Source Type: Journal    
DOI: 10.1080/02702710802275371     Document Type: Article

References (17)

1. Chapman, J. W., & Tunmer, W. E. (1995). Development of young children's reading self-concepts: An examination of emerging subcomponents and their relationship with reading achievement. Journal of Educational Psychology, 87, 154-167.
2. Chapman, J. W., & Tunmer, W. E. (2003). Reading difficulties, reading-related self-perceptions, and strategies for overcoming negative self-beliefs. Reading and Writing Quarterly, 19, 5-24.
3. Chapman, J. W., Tunmer, W. E., & Prochnow, J. E. (2000). Early reading-related skills and performance, reading self-concept, and the development of academic self-concept: A longitudinal study. Journal of Educational Psychology, 92, 703-708.
4. Cunningham, A. E., & Stanovich, K. E. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33, 934-945.
5. Gottfried, A. E. (1990). Academic intrinsic motivation in young elementary school children. Journal of Educational Psychology, 82, 525-538.
6. Graham, S., & Golan, S. (1991). Motivational influences on cognition: Task involvement, ego involvement, and depth of information processing. Journal of Educational Psychology, 83, 187-194.
7. Guthrie, J. T., Hoa, A. L., Wigfield, A., Tonks, S. M., Humenick, N. M., & Littles, E. (2007). Reading motivation and reading comprehension growth in the later elementary years. Contemporary Educational Psychology, 32, 282-313.
8. Lepola, J. (2004). The role of gender and reading competence in the development of motivational orientations from kindergarten to grade 1. Early Education and Development, 15, 215-240.
9. Lepola, J., Poskiparta, E., Laakkonen, E., & Niemi, P. (2005). Deveopment of and relationship between phonological and motivational processes and naming speed in predicting word recognition in grade 1. Scientific Studies of Reading, 9, 367-399.
10. Lepola, J., Salonen, P., & Vauras, M. (2000). The development of motivational orientations as a function of divergent reading careers from pre-school to the second grade. Learning & Instruction, 10, 153-177.
11. Meece, J. L., Glienke, B. B., & Burg, S. (2006). Gender and motivation. Journal of School Psychology, 44, 351-373.
12. Meece, J. L., & Miller, S. D. (2001). A longitudinal analysis of elementary school students' achievement goals in literacy activities. Contemporary Educational Psychology, 26, 454-480.
13. Onatsu-Arvilommi, T., & Nurmi, J.-E. (2000). The role of task-avoidant and task-focused behaviors in the development of reading and mathematical skills during the first school year: A cross-lagged longitudinal study. Journal of Educational Psychology, 92, 478-491.
14. Poskiparta, E., Niemi, P., Lepola, J., Ahtola, A., & Laine, P. (2003). Motivationalemotional vulnerability and difficulties in learning to read and spell. British Journal of Educational Psychology, 73, 187.
15. Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-406.
16. Wigfield, A., & Guthrie, J. T. (1997). Relations of children's motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology, 89, 420-432.
17. Woodcock, R. W., Mather, N., & Schrank, F. A. (2004). Woodcock-Johnson III Diagnostic Reading Battery. Itasca, IL: Riverside Publishing.