Measures and References: Motivation

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Measures

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.

Scale of Intrinsic Versus Extrinsic Orientation in Classroom (Harter, 1981): Self-report scale that includes five subscales of classroom motivation that are each defined by an intrinsic and an extrinsic pole

References

Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148.

Boulton, M. J., Don, J., & Boulton, L. (2011). Predicting children's liking of school from their peer relationships. Social Psychology of Education, 14, 489-501.

Broussard, S. C., & Garrison, M. E. B. (2004). The relationship between classroom 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.

Cappella, E., Kim, H. Y., Neal, J. W., & Jackson, D. R. (2013). Classroom peer relationships and behavioral engagement in elementary school: The role of social network equity. American Journal of Community Psychology, 52, 367-379.

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.

Deci, E. L., Eghrari, H., Patrick, B. C., & Leone, D. R. (1994). Facilitating internalization: The self-determination perspective. Journal of Personality, 62, 119-142.

Demaray, M. K., & Malecki, C. K. (2002). Critical levels of perceived social support associated with student adjustment. School Psychology Quarterly, 17(3), 213.

Edens, K. M., & Potter, E. F. (2013). An exploratory look at the relationships among math skills, motivational factors and activity choice. Early Childhood Education Journal, 41, 235-243.

Goldberg, M. D., & Cornell, D. G. (1998). The influence of intrinsic motivation and self-concept on academic achievement in second- and third-grade students. Journal for the Education of the Gifted, 21(2), 179-205.

Gottfried, A. E. (1986). Children's academic intrinsic motivation inventory__ (CAIMI). PAR.

Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (2008). Role of cognitively stimulating home environment in children's academic intrinsic motivation: A longitudinal study. Child Development, 69(5), 1448-1460.

Gunderson, E. A., Park, D., Maloney, E. A., Beilock, S. L., & Levine, S. C. (2018). Reciprocal relations among

motivational frameworks, math anxiety, and math achievement in early elementary school. Journal of Cognition and Development, 19(1), 21-46.

Grant Jr, D. E., & Hill, J. B. (2020). Activating culturally empathic motivation in diverse students. Journal of Education and Learning, 9(5), 45-58.

Harter, S. (1981). A new self-report scale of intrinsic versus extrinsic orientation in the classroom: Motivational and informational components. Developmental Psychology, 17(3), 300-312.

Jarvela, S., Jarvenoja, H., & Malmberg, J. (2012). How elementary school students' motivation is connected to self-regulation. Educational Research and Evaluation, 18(1), 65-84.

Kilday, J. E., & Ryan, A. M. (2019). Personal and collective perceptions of social support: Implications for classroom engagement in early adolescence. Contemporary Educational Psychology, 58, 163-174.

Master, A., Cheryan, S., & Meltzoff, A. N. (2017). Social group membership increases STEM engagement among preschoolers. Developmental Psychology, 53(2), 201-209.

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.

McKenna, M. C., & Kear, D. J. (1990). Measuring attitude toward reading: A new tool for teachers. The Reading Teacher, 43(9), 626-639.

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.

Sikora, R. M. (2019). Teachers' social support, somatic complaints and academic motivation in children and early adolescents. Scandinavian Journal of Psychology, 60(2), 87-96.

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.

Song, J., Bong, M., Lee, K., & Kim, S. I. (2015). Longitudinal investigation into the role of perceived social support in adolescents' academic motivation and achievement. Journal of Educational Psychology, 107(3), 821.

The Education Trust. (August, 2020). Social, emotional, and academic development through an equity lens. Washington, DC.

Vansteenkiste, M., Lens, W., & Deci, E. L. (2006). Intrinsic versus extrinsic goal contents in self-determination theory: Another look at the quality of academic motivation. Educational Psychologist, 41(1), 19-31.

Vitiello, V. E., Greenfield, D. B., Munis, P., & George, J. (2011). Cognitive flexibility, approaches to learning, and academic school readiness in head start preschool children. Early Education and Development, 22(3), 338-410.

Wasserberg, M. J. (2014). Stereotype threat effects on African American children in an urban elementary school. The Journal of Experimental Education, 82(4), 502-517.

Weiser, B. (2014). Academic diversity: Ways to motivate and engage students with learning disabilities. Council for Learning Disabilities, 1-16.

​​Wentzel, K. R., Jablansky, S., & Scalise, N. R. (2021). Peer social acceptance and academic achievement: A meta-analytic study. Journal of Educational Psychology, 113(1), 157.