Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/3980
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dc.contributor.authorRueda, Robert
dc.contributor.authorAu, Julie
dc.contributor.authorChoi, Sunhee
dc.date.accessioned2020-02-02T22:52:13Z
dc.date.accessioned2020-02-03T04:10:06Z-
dc.date.available2020-02-02T22:52:13Z
dc.date.available2020-02-03T04:10:06Z-
dc.date.issued2004-06
dc.identifier.citationRueda, R., Au, J., & Choi, S. (2004). Motivation to Read: Comparing Teachers’ Perceptions of Students’ Motivation with Students’ Self-Reported Motivation: A Pilot Study. In Kafai, Y. B., Sandoval, W. A., Enyedy, N., Nixon, A. S., & Herrera, F. (Eds.), International Conference of the Learning Sciences 2004: Embracing Diversity in the Learning Sciences (pp. 443-448). Santa Monica, CA: Lawrence Erlbaum Associates.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2004.443
dc.identifier.urihttps://repository.isls.org//handle/1/3980-
dc.description.abstractThis study investigated: a) the extent that teachers' perception of students' reading motivation differ from students' self-reported motivation; b) the extent that teacher perceptions of students' reading motivation vary across student reading achievement levels; and c) the relationship between students' self-reported measures of reading motivation and their reading achievement. Participants of this study included 22 Spanish speaking elementary students and 6 teachers from a low-income area in downtown Los Angeles. Results agree with previous findings in that teachers' perceptions and students' perceptions of motivation do differ; that teachers' perceptions of students' motivation are related to students' achievement level; and finally, higher achievers and lower achievers do have different motivation orientations.en_US
dc.language.isoenen_US
dc.publisherLawrence Erlbaum Associatesen_US
dc.titleMotivation to Read: Comparing Teachers’ Perceptions of Students’ Motivation with Students’ Self-Reported Motivation: A Pilot Studyen_US
dc.typePapersen_US
Appears in Collections:ICLS 2004

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