A5044667243- Education, Achievement, and Giftedness
- Educational Strategies and Epistemologies
- Reading and Literacy Development
- Education and Critical Thinking Development
- Educational and Psychological Assessments
- Innovative Teaching and Learning Methods
- Grit, Self-Efficacy, and Motivation
- Motivation and Self-Concept in Sports
- Mental Health Research Topics
- Psychological and Educational Research Studies
- Online Learning and Analytics
- Educational Environments and Student Outcomes
- Educational Research and Pedagogy
- Teacher Professional Development and Motivation
- Discourse Analysis in Language Studies
- Psychometric Methodologies and Testing
- Flow Experience in Various Fields
- Opinion Dynamics and Social Influence
- Creativity in Education and Neuroscience
- Education, Safety, and Science Studies
- Education and Learning Interventions
- Cognitive and developmental aspects of mathematical skills
- Diverse Educational Innovations Studies
- Educational Games and Gamification
- Intelligent Tutoring Systems and Adaptive Learning
Northern Illinois University
2009-2024
University of Illinois System
2019
University of Maryland, College Park
2004-2006
Based on an engagement perspective of reading development, we investigated the extent to which instructional framework combining motivation support and strategy instruction (Concept-Oriented Reading Instruction—CORI) influenced outcomes for third-grade children. In CORI, five motivational practices were integrated with six cognitive strategies comprehension. first study, compared this emphasizing Strategy Instruction (SI), but not including support. second CORI SI a traditional group (TI),...
The authors discuss the nature and domain specificity of reading motivation present initial results that examined how 2 instructional programs, Concept Oriented Reading Instruction (CORI) multiple Strategy (SI), influenced 3rd-grade children's intrinsic to read self-efficacy. Each program occurred during fall school year lasted 12 weeks. Approximately 150 children participated in CORI; 200 SI. Results pre- posttest analyses responses a questionnaire showed self-efficacy increased only CORI group.
The purpose of this study was to investigate the linkage between quality learning environment and students' experience in seven high school classrooms six different subject areas. conceptualized terms environmental complexity, or simultaneous presence challenge support. students (N = 108) each class participated Experience Sampling Method (ESM) measuring their engagement related experiential variables. Concurrently, complexity its subdimensions were observed rated from video with a new...
Abstract The processes of change in children's reading motivation have not been widely studied. We investigated whether situated interest for a specific book may lead to longer‐term intrinsic general reading. Two schools with 120 grade 3 students filled out logs identifying their reasons favorite books twice. In addition, completed and comprehension measures as pre‐assessment post‐assessment. Students who increased level an information over time from September December. Also, decreased...
More knowledge is needed regarding the student factors that impact academic reading and success in college beyond traditional measures of readiness. This study examined contributions specified by Proficient Academic Reader framework—reading literacy skills, metacognitive strategies, motivation—to performance on a complex task cumulative GPA across three semesters within first two years college. Hierarchical regression models were estimated using sample 166 students at four-year public...
This chapter presents a study that investigated characteristics of the learning environment predicting for student engagement in public high school classrooms. Students seven classrooms five different subject areas were observed and videoed order to predict their as measured by experience sampling method (ESM).
Background The importance of reading motivation has led to the development a large number self‐report measures; however, there is still need for usable measure adolescent that captures theoretically and empirically distinct constructs. Methods current paper details validation computer adapted motivation, Adaptive Reading Motivation Measure (ARMM), which assesses constructs curiosity, involvement, interest, value, challenge, grades, recognition, competition, avoidance, self‐efficacy,...