WorldCat Identities

Wigfield, Allan

Overview
Works: 57 works in 153 publications in 2 languages and 5,115 library holdings
Genres: Handbooks and manuals  Case studies  Abstracts  Cross-cultural studies  Academic theses 
Roles: Author, Editor, Other, Creator
Classifications: LB1065, 372.4
Publication Timeline
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Most widely held works by Allan Wigfield
Development of achievement motivation by Allan Wigfield( )

30 editions published between 2001 and 2007 in English and German and held by 2,129 WorldCat member libraries worldwide

This book discusses research and theory on how motivation changes as children progress through school, gender differences in motivation, and motivational differences as an aspect of ethnicity. Motivation is discussed within the context of school achievement as well as athletic and musical performance. Key Features * Coverage of the major theories and constructs in the motivation field * Focus on developmental issues across the elementary and secondary school period * Discussion of instructional and theoretical issues regarding motivation * Consideration of gender and ethnic differences in motivation
Motivating reading comprehension : concept-oriented reading instruction by John T Guthrie( )

18 editions published between 2004 and 2010 in English and Undetermined and held by 1,495 WorldCat member libraries worldwide

Concept Oriented Reading Instruction (CORI) is a unique, classroom-tested model of reading instruction that breaks new ground by explicitly showing how content knowledge, reading strategies, and motivational support all merge in successful reading instruction. A theoretical perspective (engagement in reading) frames the book and provides a backdrop for its linkage between hands-on science activities and reading comprehension. Currently funded by the Interagency Educational Research Initiative (IERI), this model has been extensively class tested and is receiving national attention that includes being featured on a PBS special on the teaching of reading. Key features of this outstanding new volume include: *Theoretical Focus--CORI's teaching framework revolves around the engagement perspective of reading: how engaged reading develops and the classroom contexts and motivational supports that promote it. *Content-Area Focus--Although science is the content area around which CORI has been developed, its basic framework is applicable to other content areas. *Focus on Strategy Instruction--CORI revolves around a specific set of reading strategies that the National Reading Panel (2000) found to be effective. In some current CORI classrooms collaborating teachers implement all aspects of CORI and in other classrooms teachers implement just the strategy instruction component. *Illustrative Vignettes and Cases--Throughout the book vignettes and mini-case studies convey a situated view of instructional practices for reading comprehension and engagement. A detailed case study of one teacher and of the reading progress of her students is featured in one chapter. This book is appropriate for graduate and advanced undergraduate students in education and psychology, for practicing teachers, and for researchers in reading comprehension and motivation
Reading engagement : motivating readers through integrated instruction by John T Guthrie( Book )

12 editions published between 1997 and 1998 in English and held by 629 WorldCat member libraries worldwide

Drawing on the professional literature of many fields, this book provides an interpretation of the available research on motivation and describes instructional approaches in classroom contexts. The book aims to help teacher educators, researchers, and graduate students understand the research literature in motivation and use in their efforts to enhance children's literacy development. After an introduction, "Reading Engagement: A Rationale for Theory and Teaching" (John T. Guthrie and Allan Wigfield), chapters in the book are: (1) "Children's Motivations for Reading and Reading Engagement" (Allan Wigfield); (2) Developing Self-Efficacious Readers and Writers: The Role of Social and Self-Regulatory Processes" (Dale H. Schunk and Barry J. Zimmerman); (3) "Motivation, Volition, and Collaborative Innovation in Classroom Literacy" (Lyn Corno and Judi Randi); (4) "The Pull of the Text and the Process of Involvement in Reading" (Diane Lemonnier Schallert and JoyLynn Hailey Reed); (5) "Teacher Perceptions of Student Motivation and Their Relation to Literacy Learning" (Anne P. Sweet); (6) "The Role of Responsive Teaching in Focusing Reader Intention and Developing Reader Motivation" (Robert B. Ruddell and Norman J. Unrau); (7) "Characteristics of Classrooms That Promote Motivations and Strategies for Learning" (John T. Guthrie and Ann Dacey McCann); (8) "Integrating Science and Literacy Experiences to Motivate Student Learning" (Roger Bruning and Barbara M. Schweiger); (9) "Ownership, Literacy Achievement, and Students of Diverse Cultural Backgrounds" (Kathryn H. Au); (10) "Starting Right: Strategies for Engaging Young Literacy Learners" (Julianne C. Turner); (11) "Incentives and Intrinsic Motivation to Read" (Linda B. Gambrell and Barbara Ann Marinak); and (12) "School Change and Literacy Engagement: Preparing Teaching and Learning Environments" (Carol Minnick Santa). (RS)
Handbook of motivation at school by Kathryn R Wentzel( Book )

20 editions published between 2008 and 2009 in English and held by 426 WorldCat member libraries worldwide

This handbook provides the first comprehensive and integrated compilation of theory and research on children's motivation at school
Dimensions of children's motivations for reading : an initial study by Allan Wigfield( Book )

3 editions published in 1995 in English and held by 89 WorldCat member libraries worldwide

A study examined the dimensions of children's motivation for reading. Eleven different dimensions of reading motivations were proposed, including intrinsic and extrinsic motivations for reading, perceptions of reading efficacy, social aspects of reading, and reading disincentives. An 82-item questionnaire was developed to measure each dimension, with several items assessing each dimension. The questionnaire was completed by 105 fourth- and fifth-grade children in southern Maryland. Factor analyses showed that some of the proposed dimensions were clearly defined, whereas others were not. Several of the dimensions were correlated with children's book reading frequency in a school-based reading program. The dimensions that appear to be the most reliable include Reading Efficacy, Reading Challenge, Curiosity, Aesthetic Enjoyment, Recognition, Social, and Competition. A revised version of the questionnaire based on the statistical analyses was developed. (Contains 48 references and five tables of data. The original version of the Motivations for Reading Questionnaire is attached.) (Author/RS)
A questionnaire measure of children's motivations for reading by Allan Wigfield( Book )

3 editions published in 1996 in English and held by 86 WorldCat member libraries worldwide

This paper describes the Motivations for Reading Questionnaire (mrq), including information on how the mrq can be used and how to administer and score it. The mrq assesses 11 possible dimensions of reading motivations. It can be used with children in late elementary school and middle school. Scores on the mrq have been shown to relate to children's reported reading frequency, and their performance on different standardized tests. It can be used in various ways in schools: for instance, to generate profiles of children's motivations change over the course of a school year, or to see how boys' and girls' reading motivations differ. Contains 13 references and 2 tables of data. The Motivations for Reading Questionnaire is attached. (Author/RS)
The nature of children's motivations for reading, and their relations to reading frequency and reading performance( Book )

2 editions published in 1996 in English and held by 79 WorldCat member libraries worldwide

Motivation for reading : individual, home, textual, and classroom perspectives by Allan Wigfield( )

8 editions published between 1997 and 2013 in English and held by 68 WorldCat member libraries worldwide

Based on research from the National Reading Research Center (NRRC) at the Universities of Georgia and Maryland, this issue presents the contributors' sythesized work on reading motivation and engagement. Articles are devoted to the following topics: * the general motivation constructs related to reading; * home influences on reading motivation; * readers' responses to different types of text; * influences of classroom contexts; and * types of assessment on children's motivation
How motivation fits into a science of reading( Book )

1 edition published in 1999 in English and held by 14 WorldCat member libraries worldwide

Children's comprehension of high- and low-interest material and a comparison of two cloze scoring methods by Steven R Asher( Book )

3 editions published between 1976 and 1977 in English and held by 9 WorldCat member libraries worldwide

Influence of comparison training on children's referential communication by Steven R Asher( Book )

2 editions published between 1979 and 1980 in English and held by 7 WorldCat member libraries worldwide

Paul Pintrich's contributions to educational psychology : an enduring leagcy( Book )

2 editions published in 2005 in English and held by 7 WorldCat member libraries worldwide

Let's build the houses - quick! : an examination of New Labor's legacy, the coalition government's proposals, and the prospects for a brighter post-coalition future by Cathy Davis( Book )

2 editions published in 2012 in English and held by 7 WorldCat member libraries worldwide

Training referential communication skills by Steven R Asher( Book )

2 editions published in 1980 in English and held by 5 WorldCat member libraries worldwide

Measuring reading activity : an inventory by John T Guthrie( Book )

1 edition published in 1994 in English and held by 5 WorldCat member libraries worldwide

Noting that the amount of reading students do is related to their reading achievement, this booklet presents an instrument designed to measure the amount and breadth of students' reading in and out of school. The first part of the booklet discusses the Reading Activity Inventory (RAI) and how it differs from other reading activity measures, uses of the RAI, and the reliability of the instrument. The second part of the booklet discusses administration and scoring of the RAI and presents the instrument itself. Contains five references. (RS)
Changing Competence Perceptions, Changing Values Implications for Youth Sport by Daniel Rodriguez( Book )

1 edition published in 2002 in English and held by 3 WorldCat member libraries worldwide

This study analyzed change in sport competence beliefs, perceived value of athletics, and self-esteem, employing a 3-year longitudinal sample of children. Data came from a 10-year longitudinal study of the development and socialization of children's competence-related beliefs, valuing of different achievement activities, and self-esteem. The study proposed that student valuing of athletics would decrease linearly and in proportion to decreases in athletic competence beliefs, whereas self-esteem would remain stable over the same 3-year period. It also proposed that the slope and intercept variances of athletic competence beliefs, valuing of athletics, and self-esteem would be significant. Participants were 865 elementary students who completed questionnaires each spring measuring their competence beliefs and subject task values about math and reading, instrumental music, and sports, as well as other constructs including self-esteem. Data analysis indicated that the declines in both sport competence beliefs and the value of athletics over the 3-year period were statistically significant. As students learned they were not as competent athletically as they once believed, they may have compensated for the decline with a proportional decline in the perceived value of athletics. The hypothesis that self-esteem would remain stable received only mixed support. (Contains 54 references.) (SM)
Social and motivational influences on reading by Allan Wigfield( Book )

2 editions published in 1983 in English and held by 3 WorldCat member libraries worldwide

Age differences in children's referential communication performance : an investigation of task effects by Allan Wigfield( Book )

2 editions published in 1978 in English and held by 3 WorldCat member libraries worldwide

Adolescents' Expectancies for Success and Achievement Task Values During the Middle and High School Years by Allan Wigfield( Book )

1 edition published in 2002 in English and held by 3 WorldCat member libraries worldwide

This chapter discusses the development of achievement motivation during adolescence from the perspective of expectancy-value theory, and explains how adolescents' expectancies for success and achievement values change during adolescence, particularly during educational transitions such as that from elementary to middle school and from middle to high school. In particular, the chapter focuses on the development of children's expectancies and values during adolescence, as well as gender differences in these beliefs and values. The chapter begins with consideration of some of the major biological, psychological, and environmental changes that occur at adolescence and then presents an expectancy-value model of achievement choice as a framework for understanding early adolescence and adolescents' performance and choice. Research findings on the development of children's competence beliefs, expectancies for success, and achievement values are discussed, focusing on changes in the structure of children's motivational beliefs and values, and on changes in the mean level of their beliefs and values. Discussion of gender differences highlights differences in beliefs about competence and achievement task values. The chapter also considers how educational transitions influence adolescents' expectancies and values, and how these expectancies and values influence the choice of activities that adolescents pursue, as well as adolescents' performance in different academic areas. Discussion centers on the impact of middle school reform efforts on student motivation and ways to ease the educational transitions. The chapter concludes by summarizing empirical work on the links between expectancies, values, and academic outcomes, self-regulation, and the decision to stay in school. (Contains 113 references.) (Kb)
Academic and Social Motivational Influences on Students' Academic Performance by Kathryn R Wentzel( )

1 edition published in 1998 in English and held by 2 WorldCat member libraries worldwide

 
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Development of achievement motivation
Covers
Motivating reading comprehension : concept-oriented reading instructionReading engagement : motivating readers through integrated instructionHandbook of motivation at schoolMotivation for reading : individual, home, textual, and classroom perspectivesHow motivation fits into a science of reading
Languages
English (114)

German (1)