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First-Grade Students' Motivation and Achievement for Reading, Writing, and Spelling

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This study examined factors affecting motivation for reading, writing, and spelling in primary grade students using a new measure, the Early Literacy Motivation Survey (ELMS). First-graders (198) responded to questions measuring attributions, self-efficacy, and perceived competence. The ELMS uses scenarios and short tasks to contextualize the questions for young children. A confirmatory factor analysis validated the motivation constructs investigated. A structural equation model produced a good fit for the data and indicated that literacy attributions in young children mediated between achievement and self-efficacy and perceived competence. Findings showed that first-grade students differentiate among their self-efficacy for reading, writing, and spelling.
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Document Type: Research Article

Affiliations: Department of Teaching Learning and Teacher Education, College of Education and Human Sciences, University of Nebraska-Lincoln, Lincoln, Nebraska, USA

Publication date: May 1, 2007

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