Return to Motivation factor page.
Numerous measures exist to gain a full picture of a student's learning strengths and challenges. Following are examples of measures used to assess this Learner Factor. These measures should be administered and interpreted by experienced professionals.
Children's Academic Intrinsic Motivation Inventory (CAIMI) (Gottfried, 1986): A self-report scale where children either agree or disagree with 44 items measuring intrinsic motivation for classroom learning. It includes content for reading, math, social studies, science, and overall school experience.
Atit, K., Power, J. R., Veurink, N., Uttal, D. H., Sorby, S., Panther, G., ... & Carr, M. (2020). Examining the role of spatial skills and mathematics motivation on middle school mathematics achievement. International Journal of STEM Education, 7, 1-13.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148.
Bonnett, V., Yuill, N., & Carr, A. (2017). Mathematics, mastery and metacognition: How adding a creative approach can support children in maths. Educational and Child Psychology, 34(1), 83-93.
Broussard, S. C., & Garrison, M. E. B. (2004). Motivation and academic achievement in elementary-school-aged children. Family and Consumer Sciences Research Journal, 33(2), 106-120.
Byrnes, J. P., & Wasik, B. A. (2009). Factors predictive of mathematics achievement in kindergarten, first and third grades: An opportunity - propensity analysis. Contemporary Educational Psychology, 34(2), 167-183.
Cleary, T. J., & Chen, P. P. (2009). Self-regulation, motivation, and math achievement in middle school: Variations across grade level and math context. Journal of School Psychology, 47(5), 291-314.
Cubillo, A., Halari, R., Smith, A., Taylor, E., & Rubia, K. (2012). A review of fronto-striatal and fronto-cortical brain abnormalities in children and adults with Attention Deficit Hyperactivity Disorder (ADHD) and new evidence for dysfunction in adults with ADHD during motivation and attention. Cortex, 48(2), 194-215.
Desoete, A., Baten, E., Vercaemst, V., De Busschere, A., Baudonck, M., & Vanhaeke, J. (2019). Metacognition and motivation as predictors for mathematics performance of Belgian elementary school children. ZDM, 51, 667-677.
Dowson, M., & McInerney, D. M. (2003). What do students say about their motivational goals?: Towards a more complex and dynamic perspective on student motivation. Contemporary Educational Psychology, 28(1), 91-113.
Eberle, R. S. (2014). The role of children's mathematical aesthetics: The case of tessellations. The Journal of Mathematical Behavior, 35, 129-143.
Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109-132.
Gottfried, A. E. (1986). Children's academic intrinsic motivation inventory (CAIMI). PAR.
Gottfried, A. E., Marcoulides, G. A., Gottfried, A. W., Oliver, P. H., & Guerin, D. W. (2007). Multivariate latent change modeling of developmental decline in academic intrinsic math motivation and achievement: Childhood through adolescence. International Journal of Behavioral Development, 31(4), 317-327.
Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (1998). Role of cognitively stimulating home environment in children's academic intrinsic motivation: A longitudinal study. Child Development, 69(5), 1448-1460.
Grant Jr, D. E., & Hill, J. B. (2020). Activating culturally empathic motivation in diverse students. Journal of Education and Learning, 9(5), 45-58.
Jansen, A. (2006). Seventh graders' motivations for participating in two discussion-oriented mathematics classrooms. The Elementary School Journal, 106(5), 409-428.
Jansen, A. (2012). Developing productive dispositions during small-group work in two sixth-grade mathematics classrooms: Teachers' facilitation efforts and students' self-reported benefits. Middle Grades Research Journal, 7(1), 37-56.
Kaya, S., & Karakoc, D. (2022). Math mindsets and academic grit: How are they related to primary math achievement?. European Journal of Science and Mathematics Education, 10(3), 298-309.
Linnenbrink, E. A. (2005). The dilemma of performance-approach goals: The use of multiple goal contexts to promote students' motivation and learning. Journal of Educational Psychology, 97(2), 197-213.
Matthews, J. S., Banerjee, M., & Lauermann, F. (2014). Academic identity formation and motivation among ethnic minority adolescents: The role of the "self" between internal and external perceptions of identity. Child Development, 85(6), 2355-2373.
Mercader, J., Miranda, A., Presentacion, M. J., Siegenthaler, R., & Rosel, J. F. (2018). Contributions of motivation, early numeracy skills, and executive functioning to mathematical performance. A longitudinal study. Frontiers in psychology, 8, 2375.
Murayama, K., Pekrun, R., Lichtenfeld, S., & Vom Hofe, R. (2013). Predicting long‐term growth in students' mathematics achievement: The unique contributions of motivation and cognitive strategies. Child Development, 84(4), 1475-1490.
Ozkal, N. (2019). Relationships between self-efficacy beliefs, engagement and academic performance in math lessons. Cypriot Journal of Educational Sciences, 14(2), 190-200.
Pascoe, L., Spencer-Smith, M., Giallo, R., Seal, M. L., Georgiou-Karistianis, N., Nosarti, C., ... & Anderson, P. J. (2018). Intrinsic motivation and academic performance in school-age children born extremely preterm: The contribution of working memory. Learning and Individual Differences, 64, 22-32.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.
Scales, P. C., Van Boekel, M., Pekel, K., Syvertsen, A. K., & Roehlkepartain, E. C. (2020). Effects of developmental relationships with teachers on middle‐school students' motivation and performance. Psychology in the Schools, 57(4), 646-677.
Skalski, S., Pochwatko, G., & Balas, R. (2021). Impact of motivation on selected aspects of attention in children with ADHD. Child Psychiatry & Human Development, 52(4), 586-595.
The Education Trust. (August, 2020). Social, emotional, and academic development through an equity lens. Washington, DC.
Weiser, B. (2014). Academic diversity: Ways to motivate and engage students with learning disabilities. Council for Learning Disabilities, 1-16.
Witherspoon, D. P., Daniele, L. L., Mason, A. E., & Phillips Smith, E. (2016). Racial-ethnic identity in context: Examining mediation of neighborhood factors on children's academic adjustment. American Journal of Community Psychology, 57(1-2), 87-101.