What if reading is easy but unimportant? How students’ patterns of affirming and undermining motivation for reading information texts predict different reading outcomes
- 24 September 2016
- journal article
- Published by Elsevier BV in Contemporary Educational Psychology
- Vol. 48, 133-148
- https://doi.org/10.1016/j.cedpsych.2016.09.002
Abstract
No abstract availableKeywords
Funding Information
- National Science Foundation (DGE 1322106)
- National Institute of Child Health and Human Development (R01HD052590)
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