Intrinsic motivation, perceived competence and classroom engagement as longitudinal predictors of adolescent reading achievement

2013/08/05 by John Mark Froiland, Emily Oros · 2 citations
Psychology · Social Sciences · #Education, Achievement, and Giftedness #Motivation and Self-Concept in Sports #Parental Involvement in Education

paper · doi:10.1080/01443410.2013.822964

openalex publication_date 2013/08/05 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/29

Abstract

This study investigated the effects of intrinsic motivation, perceived competence, classroom engagement and extrinsic motivation on reading development among youth. Using a nationally representative sample of students in the US, the researchers followed students longitudinally from fifth to eighth grade. Reading achievement was measured using composite tests of vocabulary, reading comprehension and sight-word identification. Hierarchical linear regression was used to examine the effect of students’ perceived intrinsic motivation and competence, as well as teacher rated classroom engagement in the 5th grade, on reading achievement in the 8th grade. Important control variables were utilised such as gender, family SES, race/ethnicity and prior reading achievement. The results showed that intrinsic motivation to read, perceived competence and engagement in 5th grade significantly predict reading achievement in 8th grade. The importance students placed upon grades also predicted reading development. Implications for promoting intrinsic motivation and strong engagement in schools are discussed.

Citations

• Multiple goals, multiple pathways: The role of goal orientation in learning and achievement.
• What teachers say and do to support students' autonomy during a learning activity.
• Classroom Goal Structure, Student Motivation, and Academic Achievement
• Teachers’ estimates of their students’ motivation and engagement: being in synch with students
• Developing Students' Appreciation for What Is Taught in School

Cited by

• The stability of students’ academic achievement in school: A meta-analysis of longitudinal studies
• The importance of intrinsic reading motivation goes beyond the reading domain: Relations to school performance and motivation in the language domain

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