Reading motivational differences among groups: Reading disability (RD), attention deficit hyperactivity disorder (ADHD), RD+ADHD, and typical comparison

Lee, Jiyeon; Zentall, Sydney S.

doi:10.1016/j.lindif.2012.05.010

Cited by 34 publications

(39 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Our results are very clear to show problems of reading motivation, both extrinsic and intrinsic. Although the work in students with disabilities is scarce, our results coincide both with the problems of reading motivation found in adolescents [42] and in children with reading disabilities [40,41].…”

Section: Discussionsupporting

confidence: 85%

“…They are also less involved in reading activities [40]. Likewise, the studies have also confirmed that children with specific reading disabilities feel less competent and have less reading motivation (intrinsic, extrinsic, and social) than their peers without disabilities [41]. In adolescents with reading disabilities, there is also evidence of less motivation and less commitment to reading achievement [42].…”

Section: Emotional and Motivational Problems In Spanish-speaking Adolmentioning

confidence: 81%

See 1 more Smart Citation

The Role of Decision-Making in Suicidal Ideation

Piedra-Martínez¹

2018

Acta Psychopathol

View full text Add to dashboard Cite

Students who have trouble in learning to read become a risk group as they experience more difficulties associated especially to emotional and motivational levels. Therefore, to characterize the emotional and motivational problems of adolescents with reading disabilities, 19 adolescents with reading disabilities were compared to 20 adolescents with normal development. The participants were balanced in chronological age, gender and IQ. All participants were interviewed. They self-reported anxiety, manifested depressive symptoms, self-concept, causal attributions for success / failure and motivation for reading. Overall, no significant differences were found regarding anxiety or depressive symptoms between adolescents with reading disabilities and adolescents in the control group. The ANOVA results show that adolescents with reading disabilities had a significantly lower academic self-concept and more extrinsic and intrinsic reading motivational problems. The participants also showed signs of a maladaptive attributional pattern. That is, adolescents with reading disabilities attribute their successes less to ability rather than external factors. They associate failure with lack of ability and bad luck. The results are discussed in relation to the specialized literature. The paper highlights the need to include an evaluation of the emotional and motivational aspects within a more comprehensive framework of assessment among students with learning disabilities.

show abstract

Section: Discussionsupporting

confidence: 85%

Section: Emotional and Motivational Problems In Spanish-speaking Adolmentioning

confidence: 81%

The Role of Decision-Making in Suicidal Ideation

Piedra-Martínez¹

2018

Acta Psychopathol

View full text Add to dashboard Cite

show abstract

“…When specifically considering motivation for reading, intrinsic motivation reflects the extent to which students are motivated by their: a) curiosity about reading; b) perceived importance of being a good reader; or c) level of involvement with text when they read (Guthrie, Hoa, Wigfield, Tonks, & Perencevich, 2006;Lee & Zentall, 2012;Logan, Medford, & Hughes, 2011). Extrinsic motivation has been characterized as the extent to which students' reading behavior is influenced by external elements such as positive reinforcement for reading performance (recognition), general sense of reading aptitude relative to peers (i.e., competition; Guthrie et al, 2006), grades (DeNaeghel, Van Keer, Vansteenkiste, & Rosseel, 2012;Lau & Chan, 2003;Lee & Zentall, 2012), and students' perceived need to complete school-related tasks simply because they have been assigned (i.e., compliance; Wang & Guthrie, 2004).…”

Section: Intrinsic and Extrinsic Motivationmentioning

confidence: 99%

“…Another construct used to understand the impact of motivation on reading comprehension is self-efficacy (Lau & Chan, 2003;Lee & Zentall, 2012). Self-efficacious readers "participate more readily, work harder, and persevere longer in the face of difficulties, and achieve at a higher level" (Guthrie & Coddington, 2009, p. 505).…”

Section: Self-efficacymentioning

confidence: 99%

“…It consists of 11 subscales, including reading efficacy; challenge; curiosity; reading involvement; importance; recognition; grades; social; competition; compliance; and reading work avoidance. Researchers have collapsed the 8 most commonly used subscales to create super scales of Intrinsic and Extrinsic motivation (e.g., Guthrie et al, 2006;Lee & Zentall, 2012), or other research-based subscales related to motivation (DeNaeghel et al, 2012;Lau & Chan, 2003). Rather than conduct our own exploratory factor analyses, we were guided by our review of the extant research, from which we derived the following three super scales for reading motivation: Self-Efficacy & Reading Challenge (α = 0.767), Intrinsic Motivation (α = 0.813), and Extrinsic Motivation (α = 0.796).…”

Section: Motivation For Reading Questionnaire (Mrq)mentioning

confidence: 99%

See 1 more Smart Citation

How motivation and engagement predict reading comprehension among native English-speaking and English-learning middle school students with disabilities in a remedial reading curriculum

Proctor

Daley

Louick

et al. 2014

Learning and Individual Differences

View full text Add to dashboard Cite

Review of the Evidence for Motivation Deficits in Youth with ADHD and Their Association with Functional Outcomes

Smith

Langberg

2018

Clin Child Fam Psychol Rev

View full text Add to dashboard Cite

Preeminent theories of attention-deficit/hyperactivity disorder (ADHD) suggest that motivation deficits are core underlying features of the disorder. However, it is currently unclear whether empirical evidence supports the assertion that significant group (ADHD v. comparison) differences in motivation exist or that problems with motivation contribute to the functional impairments that youth with ADHD experience. Accordingly, this review focused on evaluating and summarizing the empirical literature on the presence of motivation deficits and their association with functional outcomes in samples of youth with ADHD. Twenty studies met the review inclusion criteria. Results support the assertion that youth with ADHD have lower academic-related motivation in comparison to their peers and that motivation plays an important role in academic outcomes, with the strongest evidence to date for reading achievement. However, the available evidence is limited, and few existing studies are aligned with the much larger theoretical and empirical motivation literature in typically developing youth. Given preliminary evidence that motivation plays a role in the academic impairments of youth with ADHD, the review concludes with a discussion of whether current ADHD interventions adequately target motivation and highlights important future directions.

show abstract

Reading motivational differences among groups: Reading disability (RD), attention deficit hyperactivity disorder (ADHD), RD+ADHD, and typical comparison

Cited by 34 publications

References 33 publications

The Role of Decision-Making in Suicidal Ideation

The Role of Decision-Making in Suicidal Ideation

How motivation and engagement predict reading comprehension among native English-speaking and English-learning middle school students with disabilities in a remedial reading curriculum

Review of the Evidence for Motivation Deficits in Youth with ADHD and Their Association with Functional Outcomes

Contact Info

Product

Resources

About