The development of motivational orientations as a function of divergent reading careers from pre-school to the second grade

Cross-lagged relations between task motivation and performance in arithmetic and literacy in kindergarten

“…For example, Eccles, Adler, and Meece (1984) suggested that, because mathematics is perceived to be more difficult and demanding than many other school subjects (see also, Stodolsky, Salk, & Glaessner, 1991), successful learning of mathematics requires a high degree of intrinsic motivation (Gottfried, 1990). However, more recent studies have suggested that academic motivation plays an important role also in learning to read (Lepola, Poskiparta, Laakkonen, & Niemi, 2005;Lepola, Salonen, & Vauras, 2000;Wigfield, 1997).…”

Cognitive-linguistic skills and motivation as longitudinal predictors of reading and arithmetic achievement: A follow-up study from kindergarten to grade 2

“…Similarly, Salonen, Lepola and Niemi (1998) showed that, among the preschool motivational orientations, task orientation was the most important predictor of subsequent word reading skill. By following students with diverging reading careers from preschool to grade 2, Lepola, Salonen, and Vauras (2000) showed that progression in word reading was related to increased task orientation and decreased non-task orientation, whereas relative impairment was associated with decreased task orientation and increased social dependence. Furthermore, recent studies suggest that negative motivational beliefs and non-task behaviour are related to poor prereading skills already at the age of 5-6 years (Chapman, Tunmer, & Prochnow, 2000;Hagtvet, 2000).…”

The role of reading self-concept and home literacy practices in fourth grade reading comprehension

“…In order to explain variability in children's reading comprehension skills in addition to that accounted for by cognitive and linguistic skills, there has been a shift towards an approach that includes psychosocial factors, such as children's perceptions about their academic ability, their attitudes towards reading (Chapman & Tunmer, 1995, 2003Fletcher et al, 2002;Lepola, Salonen, & Vauras, 2000), and the value that children attach to their reading (Baker & Scher, 2002).…”