Motivation: Approaching an elusive concept through the factors that shape it

Bong Gee Jang, Kristin Conradi, Michael C. McKenna, Jill S. Jones

Research output: Contribution to journalArticlepeer-review

25 Scopus citations


The main purpose of this article is to provide educators with clear definitions of motivational factors in reading so that instructional planning can capitalize on important distinctions. The authors present definitions of a small set of related motivational concepts (including attitudes, interests, self-efficacy, self-concept, goals, and value) and show how awareness of the distinctions can lead to more effective teaching. They provide descriptions of appropriate assessments and detail effective instructional techniques.

Original languageEnglish (US)
Pages (from-to)239-247
Number of pages9
JournalReading Teacher
Issue number2
StatePublished - Sep 1 2015
Externally publishedYes


  • Adolescence
  • Affective influences
  • Aliteracy
  • Attitude
  • Childhood
  • Choice, preference
  • Early adolescence
  • Early childhood
  • Expectations
  • Extrinsic
  • Interest
  • Intrinsic
  • Motivation/engagement
  • Persistence
  • Self-efficacy

ASJC Scopus subject areas

  • Language and Linguistics
  • Pharmacology
  • Linguistics and Language
  • Pharmacology (medical)


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