Contextual Influences on Girls’ and Boys’ Motivation and Reading Achievement: Family, Schoolmates, and Country

Author:

Chiu Ming Ming

Publisher

Springer International Publishing

Reference53 articles.

1. Baker, L., & Wigfield, A. (1999). Dimensions of children’s motivation for reading and their relations to reading activity and reading achievement. Reading Research Quarterly, 34, 452–477. https://doi.org/10.1598/RRQ.34.4.4 .

2. Baker, D. P., Goesling, B., & Letendre, G. K. (2002). Socioeconomic status, school quality, and national economic development: A cross-national analysis of the “Heyneman-Loxley effect” on mathematics and science achievement. Comparative Education Review, 46(3), 291–312.

3. Blackburn, M. V. (2003). Boys and literacies: What difference does gender make? Reading Research Quarterly, 38, 276–287.

4. Bronfenbrenner, U. (2005). Making human beings human: Bioecological perspectives on human development. Thousand Oaks: Sage.

5. Brooks-Gunn, J., Duncan, G. J., & Britto, P. R. (1999). Are socioeconomic gradients for children similar to those for adults? Achievement and health of children in the United States. In D. P. Keating & C. Hertzman (Eds.), Developmental health and the wealth of nations (pp. 94–124). New York: The Guilford Press.

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