اعتباریابی پرسشنامه انگیزه خواندن (MRQ) در میان دانش‌آموزان دبستانی

پینتریچ، پال آر، شانک، دیل اچ (1396). انگیزش در تعلیم و تربیت: نظریه‌ها، تحقیقات و کاربردها. مترجم: شهرآرای، مهرناز. تهران: نشرعلم

دلاور، علی (1395). مبانی نظری و علمی پژوهش در علوم انسانی و اجتماعی. تهران: رشد

سانتراک، جان دبلیو (1394). روانشناسی تربیتی. ترجمه: عراقچی، مهشید. تهران: رسا

کریمی، عبدالعظیم ( 1388). مجموعه داستان‌های پرلز 2001 و 2006. تهران: پژوهشگاه مطالعات آموزش و پرورش

Andreassen, R., and Bråten, I. (2010). Examining the prediction of reading comprehension on different multiple‐choice tests. Journal of Research in Reading, 33(3), 263-283.

Anmarkrud, Ø., and Bråten, I. (2009). Motivation for reading comprehension. Learning and Individual Differences, 19(2), 252-256..

Baker, L., Afflerbach, P., and Reinking, D. (1996). Developing engaged readers in school and home communities: An overview. In L. Baker, P. Afflerbach and D.Reinking (Eds.), Developing engaged readers in school and home communities (pp.xiiixxvii), Hillsdale, NJ: Erlbaum.

Becker, M., McElvany, N., and Kortenbruck, M. (2010). Intrinsic and extrinsic reading motivation as predictors of reading literacy: A longitudinal study. Journal of Educational Psychology, 102(4), 773. doi:10.1037/a0020084

Biancarose, G., & Snow, C. (2004). Reading next: A vision for action and research in middle and high school literacy: A report to Carnegie Corporation of New York. Washington DC: Alliance for Excellent Education. http://www.all4ed.org/publications/ReadingNext/index.html

Cartwright, K. B., Marshall, T. R., and Wray, E. (2016). A longitudinal study of the role of reading motivation in primary students’ reading comprehension: Implications for a less simple view of reading. Reading Psychology, 37(1), 55–91. doi:10.1080/02702711.2014.991481

Curtis, M. E. (2002). Adolescent reading: A synthesis of research. Paper presented at the U.S. Department of Education and the National Institute of Child Health and Human Development. Conference on Adolescent Literacy, Baltimore.

Davis, M. H., Tonks, S. M., Hock, M., Wang, W., and Rodriguez, A. (2018). A review of reading motivation scales. Reading Psychology, 39(2), 121-187.‏

De Naeghel, J., Van Keer, H., Vansteenkiste, M., and Rosseel, Y. (2012). The relation between elementary students' recreational and academic reading motivation, reading frequency, engagement, and comprehension: A self-determination theory perspective. Journal of Educational Psychology, 104(4), 1006.‏

Gottfried, A., Fleming, J., and Gottfried, A. (2001). Continuity of academic intrinsic motivation from childhood through late adolescence: A longitudinal study. Journal of Educational Psychology, 93, 3–13. doi:10.1037/0022-0663.93.1.3.

Guthrie, J. T., and Wigfield, A. (1999). How motivation fits into a science of reading. Scientific studies of reading, 3(3), 199-205.

Guthrie, J. T., and Wigfield. A.(2000). Engagement and motivation in reading. In M. L. Kamil (Ed), Handbook of reading research (Vol. 3, pp. 403-418). Mahwah. NJ: Erlbaum Associates.

Guthrie, J. T., Hoa, L., Wigfield, A., Tonks, S., and Perencevich, K. (2006). From spark to fire: Can situational reading interest lead to long term reading motivation? Reading Research and Instruction: The Journal of the College Reading Association, 45, 91–117. doi:10.1080/1938807060955844.

Guthrie, J. T., McGough, K., and Wigfield, A. (1994). Measuring reading activity: An inventory. (Instructional Resource No.4) Athens, GA: National Reading Research center.

Guthrie, J. T., McGough, K., Bennett, L., and Rice, M. E. (1996). Concept-oriented reading instruction: An integrated curriculum to develop motivations and strategies for reading. Developing engaged readers in school and home communities, 165-190.

Guthrie, J. T., Wigfield, A., and You, W. (2012). Instructional contexts for engagement and achievement in reading. In S. L. Christenson, A. L. Reschly, and C.Wylie (Eds.), Handbook of research on student engagement (pp. 601–634). New York: Spring Science. doi:10.1007/978-1-4614-2018-7_29.

Guthrie, J., Hoa, L.,Wigfield, A., Tonks, S., Humenick, N., and Little, E(2007). Reading motivation and reading comprehension growth in the later elementary years. Contemporary Educational Psychology. 32, 282-313. Doi: 10.1016/j. cedpsych.2006.05.004.

Ho, A. N., and Guthrie, J. T. (2013). Patterns of association among multiple motivations and aspects of achievement in reading. Reading Psychology, 34, 101–147. doi:10.1080/02702711.2011.596255.

Hornstra, L., van der Veen, I., Peetsma, T. and Volman, M. (2013) Developments in motivation and achievement during primary school: A longitudinal study on group-specific differences. Learning and Individual Differences 31(1):195-204

Hu, L. and Bentler, P.(1999). Cut off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.

Klauda, S. L., and Guthrie, J. T. (2015). Comparing relations of motivation, engagement, and achievement among struggling and advanced adolescent readers. Reading and Writing, 28(2), 239–269. doi:10.1007/s11145-014-9523-2.

Law, Y. K. (2009). The role of attribution beliefs, motivation and strategy use in Chinese fifth-graders’ reading comprehension. Educational Research, 51(1),77–95. doi:10.1080/00131880802704764

Lepper, M. R., Hodell, M. (1989). Intrinsic motivation in the classroom. In C. Ames (Eds.), research on motivation in education 3, pp. 73-105. San Diego, CA: Academic Press

Medford, E., and McGeown, S. P. (2012). The influence of personality characteristics on children’s intrinsic reading motivation. Learning and Individual Differences, 22(6), 786–791. doi:10.1016/j.lindif.2012.06.002

Meece, J. L., and Miller, S. D. (2001). Longitudinal Analysis of Elementary School Students’ Achievement Goals in Literacy Activities. Contemporary Educational Psychology, 26, 454-480. https://doi.org/10.1006/ceps.2000.1071

motivation and reading comprehension growth in the later elementary years. Contemporary Educational Psychology, 32, 282–313. doi:10.1016/j.cedpsych .2006.05.004.

Mucherah, W., and Yoder, A. (2008). Motivation for reading and middle school students’ performance on standardized testing in reading. Reading Psychology, 29(3), 214–235. doi:10.1080/02702710801982159

Otis, N., Grouzet, F., and Pelletier, L. (2005). Latent motivational change in an academic setting: A 3-year longitudinal study. Journal of Educational Psychology, 97, 170–183. doi:10.1037/0022-0663.97.2.170.

Paris, S. G., and Oka, E. R. (1986). Children’s reading strategies, metacognition, and motivation. Developmental Review, 6(1), 25–56. doi:10.1016/0273-2297(86)90002-X

park, J. Y. (2012). A different kind of reading instruction: Using visualizing to bridge reading comprehension and critical literacy. Journal of Adolescent and Adult Literacy, 55(7), 629-640.

Park, Y. (2011). How motivational constructs interact to predict elementary reading, Scientific Studies of Reading, 3(3), 199–205. doi:10.1207/s1532799xssr0303_1

Retelsdorf, J., Koller, O., and M€oller, J. (2011). On the effects of motivation on reading performance growth in secondary school. Learning and Instruction, 21(4), 550–559. doi:10.1016/j.learninstruc.2010.11.001

Schaffner, E., Philipp, M., and Schiefele, U. (2016). Reciprocal effects between intrinsic reading motivation and reading competence? A cross-lagged panel model for academic track and nonacademic track students. Journal of Research in Reading, 39(1), 19–36. doi: 10.1111/1467-9817.12027

Schaffner, E., Schiefele, U., andUlferts, h. (2013). Reading amount as a mediator of the effects of intrinsic and extrinsic reading motivation on reading comprehension. Reading Reasearch Quarterly, 48, 369-385. Doi:10.1002/rrq.52

Schiefele, U., Schaffner, E., Moller, J., and Wigfield. A. (2012). Dimensions of reading motivation and their reation to reading behavior and competence. Reading Reasearch Quarterly, 47, 427-463. Doi: 10.1002/RRQ.030.

Schumacker, R. E., and Lomax, R.G. (1996). A beginner’s guide to structural equation modeling. New Jersey: Lawrance Erlbaum Association.

Shultz, K. S., and Whitney, D. J. (2005). Measurement theory in action: case studies and exercises. Sage Publications.

Taboada, A., Tonks, S. M., Wigfield, A., and Guthrie, J. T. (2009). Effects of motivational and cognitive variables on reading comprehension. Reading and Writing, 22(1), 85. doi:10.1007/s11145-008-9133-y

Walker, C. O., Greene, B. A., and Mansell, R. A. (2006). Identification with Academics, Intrinsic/Extrinsic Motivation, and Self-Efficacy as Predictors of Cognitive Engagement. Learning and Individual Differences, 16, 1-12.  https://doi.org/10.1016/j.lindif.2005.06.004

Wang, J. H. Y., and Guthrie, J. T. (2004). Modeling the effects of intrinsic motivation, extrinsic motivation, amount of reading, and past reading achievement on text comprehension between U.S. and Chinese students. Reading Research Quarterly, 39(2), 162–186. doi:10.1598/RRQ.39.2.2

Wigfield, A., and Eccles, J. S. (1994). Children’s competence beliefs, achievement values, and general self esteem: Change across elementary and middle school. Journal of Early Adolescence, 14, 107–138.

Wigfield, A., Guthrie, J. T., Tonks, S., and Perencevich, K. (2004). Children’s motivation for reading: Domain specificity and instructional influences. The Journal of Educational Research, 97, 299–309. doi:10.3200/JOER.97.6.299-310.