The role of gender and reading competence in the development of motivational orientations from kindergarten to grade 1

Early Education and Development

Volumn 15, Issue 2, 2004, Pages 215-240

  Lepola, Janne ^a  

^a UNIVERSITY OF TURKU   (Finland)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85050421303     PISSN: 10409289     EISSN: None     Source Type: Journal    
DOI: 10.1207/s15566935eed1502_5     Document Type: Article

References (62)

1. Adams, M. J. (1991). Beginning to read. Thinking and learning about print (2nd ed.). Cambridge, MA: The MIT Press.
2. Anderman, E. M, Austin, C., & Johnson, D. M. (2002). The development of goal orientation. In A. Wigfield & J. E. Eccles (Eds.), Development of Achievement Motivation (pp. 197-221). San Diego: Academic Press.
3. Barrett, K. C., & Morgan, G. A. (1995). Continuities and discontinuities in mastery motivation during infancy and toddlerhood: A conceptualization and review. In R. H. MacTurk & G. A Morgan (Eds.), Mastery Motivation: Origins, conceptualizations, and applications (pp. 57-94). Advances in Applied Developmental Psychology, Vol. 12. New Jersey: Ablex Publishing.
4. Birch, S. H., & Ladd, G. W. (1998). Children’s interpersonal behaviors and the teacher-child relationship. Developmental Psychology, 34, 934-946.
5. Boekaerts, M. (2001). The on-line motivation questionnaire: A self-report instrument to assess students’ context sensitivity. In P. R. Pintrich & M. L. Maehr (Eds.), Advances in Motivation and Achievement, Vol. 12: New Directions in Measurement and Methods (pp. 77-120). Oxford, UK: Elsevier Science.
6. Boggiano, A. K., & Katz, P. (1991). Maladaptive achievement patterns in students: The role of teachers’ controlling strategies. Journal of Social Issues, 47, 35-51.
7. Butkowsky, I., & Willows, D. (1980). Cognitive-motivational characteristics of children varying in reading ability: Evidence for learned helplessness. Journal of Educational Psychology, 72, 408-422.
8. Carr, M., Borkowski, J., & Maxwell, S. (1991). Motivational components of underachievement. Developmental Psychology, 27, 108-118.
9. Carver, C. S., Scheier, M. F., & Weintraub, J. K. (1989). Assessing coping strategies: A theoretically based approach. Journal of Personality and Social Psychology, 56, 267-283.
10. Chapman, J. W., & Tunmer, W. E. (1997). A longitudinal study of beginning reading achievement and reading self-concept. British Journal of Educational Psychology, 76, 279-291.
11. Crombie, G., Pilon, D., & Xinaris, S. (1991). Children’s problem-solving performance: The effects of compliance and cognitive factors. Journal of Genetic Psychology, 152, 359-369.
12. Crutchfield, R. (1962) Conformity and creative thinking. In: H. Gruber, G. Terrell & M. Wertheimer (Eds.) Contemporary approaches to creative thinking. New York: Prentice-Hall.
13. Deci, E. L., & Ryan, R. M. (1996). Need satisfaction and the self-regulation of learning. Learning & Individual Differences, 8, 165-183.
14. Elliott, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169-189.
15. Galejs, I., King, A., & Hegland, S., M. (1987). Antecedents of achievement motivation in preschool children. Journal of Genetic Psychology, 148, 333-348.
16. Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (2001). Continuity of academic intrinsic motivation from childhood through late adolescence: A longitudinal study. Journal of Educational Psychology, 93, 3-13.
17. Gough, P. B., Hoover, W. A., & Peterson, C. L. (1996). Some observations on a simple view of reading. In C. Cornoldi & J. Oakhill (Eds.) Reading comprehension difficulties: Processes and Intervention (pp. 1-13). New Jersey: Lawrence Erlbaum.
18. Grolnick, W., & Ryan, R. (1990). Self-perception, motivation, and adjustment in children with learning disabilities: A multiple group comparison study. Journal of Learning Disabilities, 23, 177-184.
19. Grolnick, W. S., Gurland, S. T., Jacob, K. F., & Decourcey, W. (2002). The development of self-determination in middle childhood and adolescence. In A. Wigfield & J. E. Eccles (Eds.), Development of Achievement Motivation (pp. 148-174). San Diego: Academic Press.
20. Harter, S. (1981). A new self-report scale of intrinsic versus extrinsic orientation in the classroom: Motivational and informational components. Developmental Psychology, 17, 300-312.
21. Harter, S. (1992). The relationship between perceived competence, affect, and motivational orientation within the classroom: Processes and patterns of change. In A.K. Boggiano & T.S. Pittmann (Eds.), Achievement and motivation a social-developmental perspective (pp. 77-114). Cambridge: University Press.
22. Harter, S., & Jackson, B. K. (1992). Trait vs. nontrait conseptualizations of intrinsic/ extrinsic motivational orientation. Motivation and Emotion, 16, 209-229.
23. Heckhausen, H. (1982). The development of achievement motivation. In W. W. Hartup, I. M. Ahammerja, H. L. Pick, Jr. (Eds.), Review of Child Development Research, 6, 600-668. Chicago: The University of Chicago Press.
24. Heckhausen, H., & Roelofsen, I. (1962). Anfänge und entwicklund der leistungsmotivation, (I) im wetteifer des kleinkindes. Psychologische forschung, 26, 313-397.
25. Holopainen, L., Ahonen, T., & Lyytinen, H. (2001). Predicting delay in reading achievement in a highly transparent language. Journal of Learning Disabilities, 34, 410-413.
26. Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing, 2, 127-160
27. Juel, C., Griffith, P., & Gough, P. (1986). Acquisition of literacy: A longitudinal study of children in first and second grade. Journal of Educational Psychology, 78, 243-255.
28. Kindermann, T. A. (1993). Natural peer groups as context for individual development: The case of children’s motivation in school. Developmental Psychology, 29, 970-977.
29. Korkman, M., Kirk, U., & Kemp, S. (2000). Nepsy: Lasten neuropsykolginen tutkimus (Neuropsychological Assessment of Children). Psykologien Kustannus Oy.
30. Lehtinen, E., Vauras, M., Salonen, P., Olkinuora, E., & Kinnunen, R. (1995). Long-term development of learning activity: Motivational, cognitive, and social interaction. Educational Psychologist, 30, 21-35.
31. 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 and Instruction, 10, 153-177.
32. Lepola, J., Salonen, P., Vauras, M., & Poskiparta, E. (in press). Understanding the Development of Subnormal Performance from a Motivational-Interactionist Perspective. In: H. Switzky (Ed.) International Review of Research on Mental Retardation: Current Perspectives on Individual Differences in Personality and Motivation in Persons With Mental Retardation. San Diego, CA: Academic Press.
33. Licht, B. G., & Dweck, C. S. (1984). Determinants of academic achievement: The interaction of children’s achievement orientation with skill area. Developmental Psychology, 20, 628-636.
34. Lindeman, J. (1998). Ala-asteen Lukutesti (ALLU) [Standardized, comprehensive school reading test]. Jyväskylä, Finland: Gummerus.
35. MacTurk, R. H., Morgan, G. A., & Jennings, K. D. (1995). The assessment of mastery motivation in infants and young children. In R. H. MacTurk & G. A Morgan (Eds.), Mastery Motivation: Origins, conceptualizations, and applications (pp. 19-56). Advances in Applied Developmental Psychology, Vol. 12. New Jersey: Ablex Publishing.
36. Nelson-Le Gall, S. (1986). Necessary and unnecessary help-seeking in children. Journal of Genetic Psychology, 148, 53-62.
37. Nelson-Le Gall, S., & Glor-Scheib, S., (1985). Help-seeking in elementary classroom: An Observational study. Contemporary Educational Psychology 10, 58-71.
38. Nicholls, J. G. (1978). The development of the concepts of effort and ability, perception of academic attainment, and the understanding that difficult tasks require more ability. Child Development, 49, 800-814.
39. Olkinuora, E., & Salonen, P. (1992). Adaptation, motivational orientation, and cognition in a subnormally-performing child: A systemic perspective for training. In B. Wong (Ed.) Intervention research in learning disabilities: An international perspective (pp. 190-213). New York: Springer-Verlag.
40. 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.
41. Poskiparta, E. (2002). Remediation of reading difficulties in grades 1 and 2: Are cognitive deficits only part of the story? Annales Universitatis Tuekuensis, Humaniora (Serial No. 254) University of Turku, Finland.
42. Poskiparta, E., Niemi, P., & Lepola, J. (1994). Diagnostiset testit 1: Lukeminen ja kirjoittaminen. [Diagnostic tests 1: Reading and spelling]. Oppimistutkimuksen keskus. Centre for Learning Research, University of Turku.
43. Poskiparta, E., Niemi, P., & Vauras, M. (1999). Who benefits from training linguistic awareness in the first grade and what components of it show training effects? Journal of Learning Disabilities, 32. (5). 437-446, 456.
44. Preschool core-curriculum (2000). Esiopetuksen opetussuunnitelman perusteet 2000. Opetushallitus [National Board of Education]. Helsinki: Yliopistopaino.
45. Salonen, P., Lehtinen, E., & Olkinuora, E. (1998). Expectations and beyond: The development of motivation and learning in a classroom context. In: J. Brophy (Ed.) Advances in research on teaching. Vol 7: Expectations in the classroom (pp. 111-150). Greenwich, Conn.: JAI Press.
46. Salonen, P., Lepola J., & Niemi, P. (1998). The Development of First Graders’ Reading Skill as a Function of Pre-School Motivational Orientation and Phonemic Awareness. European Journal of Psychology of Education, 13, 155-174.
47. Schultz, G. F., & Switzky, H. N. (1993). The academic achievement of elementary and junior high school students with behavior disorders and their nonhandicapped peers as a function of motivational orientation. Learning and Individual Differences, 5, 31-42.
48. Silvén, M., Poskiparta, E., & Niemi, P. (in press). The odds of becoming a preschool reader. Journal of Educational Psychology.
49. Smiley, P. A., & Dweck, C. S. (1994). Individual differences in achievement goals among young children. Child Development, 65, 1723-1743.
50. Stanovich, K. E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York: The Guilford Press.
51. Stipek, D. J., & Gralinski, J. H. (1991). Gender differences in children’s achievement-related beliefs and emotional responses to success and failure in mathematics. Journal of Educational Psychology, 83, 361-371.
52. Stipek, D. J., & Ryan, R. H. (1997). Economically disadvantaged preschoolers: Ready to learn but further to go. Developmental Psychology, 33, 711-723.
53. Switzky, H. N. (2001). Personality and motivational self-system processes in persons with mental retardation: Old memories and new perspectives. In H. N. Switzky (Ed.) Personality and motivational differences in persons with mental retardation (pp. 57-143). Mahwah, NJ: Erlbaum.
54. Thompson, R. B. (1999). Gender differences in preshoolers’ help-eliciting communication. Journal of Genetic Psychology, 160, 357-368.
55. Välimäki, A-L, Ilmonen, K., Juva, S., & Högström, B. (2001). Early Child Education and Care Policy in Finland. OECD Country Note: Http://www.oecd.org/copyr.htm/
56. Vauras, M., Mäki, H., Dufva, M., & Hämäläinen, S. (1995). Diagnostiset testit 2: Kuullun ja luetun ymmärtäminen. [Diagnostic tests 2: Listening and reading comprehension]. Centre for Learning Research, University of Turku.
57. Wentzel, K. (1996). Social and academic motivation in middle school: Concurrent and long-term relations to academic effort. Journal of Early Adolescence, 16, 390-416.
58. White, R. W. (1959). Motivation reconsidered: The concept of competence. Psychological Review, 66, 297-333.
59. Wigfield, A., Eccles, J. S., & Rodriguez, D. (1998). The development of children’s motivation in school context. In. P. D. Pearson & A. Iran-Nejad, (Eds), Review of Research in Education, 23, 73-118.
60. Wigfield, A., Eccles, J. S., Yoon, K. S., Harold, R. D., Arbreton, A. J. A., Freedman-Doan, C., & Blumenfeld, P. C. (1997). Change in children’s competence beliefs and subjective task values across the elementary school years: A 3-year study. Journal of Educational Psychology, 89, 451-469.
61. Wolf, M., & Bowers, P. G. (1999). The double-deficit hypothesis for the developmental dyslexia. Journal of Educational Psychology, 91, 1-24.
62. Ziegert, D. I., Kistner, J. A., Castro, R., & Robertson, B. (2001) Longitudinal study of young children’s responses to challenging achievement situations. Child Development, 72, 609-624.