Abstract
The present study applies a person-oriented approach to examine the motivational 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: Positive, Negative, Math-motivated, Reading-motivated, and 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.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
