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Motivation and academic performance among first-graders: a person-oriented approach. (English)
Learn. Individ. Differ. 49, 366-372 (2016).
Summary: The present study applies a person-oriented approach to examine the motivational {\it patterns} children show on the basis of their reading- and math-related intrinsic value and self-concept of ability and how these patterns are related to their reading and math performance during the first grade of elementary school. The participants were 156 first grade children. The children were examined at the beginning and at the end of their first grade of elementary school. Five groups of children showing differing motivational patterns were identified using the ISOA procedure: {\it Positive}, {\it Negative}, {\it Math-motivated}, {\it Reading-motivated}, and {\it Low interest but high belief}. Children’s motivational patterns were associated with the level of their math and reading performance in the beginning of, as well as across, grade 1.
Classification: C22 C32 C42
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