First-Grade Students' Motivation and Achievement for Reading, Writing, and Spelling

Wilson, Kathleen; Trainin, Guy

doi:10.1080/02702710601186464

Cited by 71 publications

(49 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Consistent with self-efficacy theory (Bandura 1986(Bandura , 1997 and previous empirical findings (e.g., Pajares 1996;Wilson and Trainin 2007;Zimmerman 2000), we found a significant impact of academic self-efficacy on academic achievement in the domain of reading ability. The Table 2 The effect of reading task self-efficacy and global self-concept on reading achievement based on random-effect multilevel modeling Estimates were combined across five imputed datasets; numbers in parentheses are standard errors; * p \ .05 ** p \ .01 *** p \ .001…”

Section: Discussionsupporting

confidence: 88%

“…Using a sample of children in 4th and 5th grades, Wigfield and Guthrie (1997) found positive effects of self-efficacy on the amount and breadth of reading, precursors of reading achievement. Wilson and Trainin (2007) investigated the role of self-efficacy in academic achievement for children in the 1st grade (N = 198) and found that students with higher self-efficacy for reading, writing, and spelling, had higher levels of academic achievement. One study examined time ordering between self-efficacy and achievement in younger children.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The Role of Self-Efficacy in Reading Achievement of Young Children in Urban Schools

Lee

Jonson‐Reid

2015

Child Adolesc Soc Work J

View full text Add to dashboard Cite

Academic self-efficacy has been found to be important in predicting educational success among older children and adolescents, but scant work has addressed this for very young children. This study explored (a) whether academic self-efficacy appears to be associated with reading achievement among children in urban elementary schools in primary grades, (b) whether one can differentiate between concepts of self-efficacy and self-concept within this age group, and, if so, which has more predictive power for reading achievement, and (c) whether student motivation and classroom behavior mediate the relationship between self-efficacy and reading. Findings from randomeffect multi-level modeling show that children in primary grades can differentiate between self-efficacy and selfconcept, and it was task-specific self-efficacy tha1t significantly influenced reading achievement. Of the two possible mediators, student motivation significantly mediated the relationship between self-efficacy and reading achievement. Implications for the role of school social workers in enhancing achievement among young, vulnerable children are discussed.

show abstract

Section: Discussionsupporting

confidence: 88%

Section: Introductionmentioning

confidence: 99%

The Role of Self-Efficacy in Reading Achievement of Young Children in Urban Schools

Lee

Jonson‐Reid

2015

Child Adolesc Soc Work J

View full text Add to dashboard Cite

show abstract

“…Findings of previous studies with preschool and firstgrade students showed that they can make domain-specific selfjudgments and can differentiate their self-efficacy levels for different domains (e.g., reading, writing, spelling, math; Valeski & Stipek, 2001;Wilson & Trainin, 2007). Therefore, we intend to verify whether reading and writing motivations are also differentiated in kindergarten age children.…”

Section: Aimsmentioning

confidence: 99%

“…However, despite the wide range of investigation concerning emergent literacy, the affective components of this process-attitudes and motivation for reading and writing-are not well characterized in preschool-age children. The existing work concerning the affective components of the literacy apprenticeship process is mainly focused on children who are already attending primary school or are even older (Baker & Wigfield, 1999;Gambrell, Palmer, Codling, & Mazzoni, 1996;McKenna, Motivation for Reading and Writing 273 2001;McKenna, Kear, & Ellsworth, 1995;Monteiro & Mata, 2001;Nolen, 2007;Wilson & Trainin, 2007). Nevertheless, children interact with written language from very early on and develop early concepts concerning its functions and conventions.…”

mentioning

confidence: 99%

Motivation for Reading and Writing in Kindergarten Children

Mata

2011

Reading Psychology

View full text Add to dashboard Cite

“…A better approach has been the use of confirmatory factor analysis to fit a priori theoretically motivated models to self-report data, confirming dimensionality within a motivation measure. Marsh and colleagues, along with others (e.g., Marsh et al 2003;Wilson and Trainin 2007), have done extensive studies using this technique, with results supporting the notion that motivation is multidimensional. Within this measurement paradigm, a comprehensive validation may also utilize both exploratory and confirmatory factor analysis, along with strong theoretical hypotheses about the dimensionality of motivation (e.g., Lau 2004;Swalander and Taube 2007).…”

Section: Measurement Toolsmentioning

confidence: 73%

A Review of Self-Report and Alternative Approaches in the Measurement of Student Motivation

2009

View full text Add to dashboard Cite

Within psychological and educational research, self-report methodology dominates the study of student motivation. The present review argues that the scope of motivation research can be expanded by incorporating a wider range of methodologies and measurement tools. Several authors have suggested that current study of motivation is overly reliant on self-report measures, warranting a move toward alternative approaches. This review critiques self-report methodology as a basis for examining alternative conceptualizations of motivation (e.g., phenomenological, neuropsychological/physiological, and behavioral) and related measurement tools. Future directions in motivational methodology are addressed, including attempts at integration or combination of these approaches and a preliminary functional framework for the development of novel, multidimensional approaches to the study of motivation.Keywords Motivation . Measurement . Children . Review . Adolescents Motivation consists of the biological, physiological, social, and cognitive forces that direct behavior. Motivation has a long history within educational research (see reviews by Ball 1982;Weiner 1992;Young 1950). However, recent research has been driven by a predominant focus on the cognitive, intrapsychological aspects, discounting the importance of additional personal and contextual factors in the relationship between motivation and academic achievement. Past theories of motivation have focused on biological instincts, drives, and arousal. Current theories of achievement motivation, such as self-determination, cognitive evaluation, achievement goal, and expectancy-value theories, predominantly examine cognitive and, to a lesser extent, social processes that influence motivation for a particular activity.

show abstract

First-Grade Students' Motivation and Achievement for Reading, Writing, and Spelling

Cited by 71 publications

References 29 publications

The Role of Self-Efficacy in Reading Achievement of Young Children in Urban Schools

The Role of Self-Efficacy in Reading Achievement of Young Children in Urban Schools

Motivation for Reading and Writing in Kindergarten Children

A Review of Self-Report and Alternative Approaches in the Measurement of Student Motivation

Contact Info

Product

Resources

About