<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2175-3520</journal-id>
<journal-title><![CDATA[Psicologia da Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Psic. da Ed.]]></abbrev-journal-title>
<issn>2175-3520</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo. Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2175-35202017000200067</article-id>
<article-id pub-id-type="doi">10.5935/2175-3520.20170018</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Motivação de adolescentes para leitura: estudo com a abordagem centrada na pessoa]]></article-title>
<article-title xml:lang="en"><![CDATA[Teenagers&#8217; motivation for reading: a study with a person-oriented aproach]]></article-title>
<article-title xml:lang="es"><![CDATA[Motivación de adolescentes para lectura: una investigación con enfoque centrado en la persona]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Maria Fernanda Cunha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bzuneck]]></surname>
<given-names><![CDATA[José Aloyseo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rufini]]></surname>
<given-names><![CDATA[Sueli Édi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Associação Renata Fernandes Carvalho  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Londrina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<numero>45</numero>
<fpage>67</fpage>
<lpage>76</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2175-35202017000200067&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2175-35202017000200067&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2175-35202017000200067&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O presente estudo teve por objetivo investigar a motiva&#231;&#227;o de adolescentes para leitura por meio de perfis motivacionais e sua rela&#231;&#227;o com percep&#231;&#227;o de apoio dos pais. Participaram deste estudo 520 adolescentes dos Ensinos Fundamental e M&#233;dio, que responderam a um question&#225;rio em escala Likert contendo quest&#245;es representativas dos pontos do continuum, propostos pela Teoria da Autodetermina&#231;&#227;o, e sobre a percep&#231;&#227;o dos pais. Foi adotada a abordagem centrada na pessoa e assim se formaram dois clusters contrastantes que combinavam escores diferenciados em motiva&#231;&#227;o aut&#244;noma e controlada. Aproximadamente metade dos alunos formou o cluster 1, com altos escores em motiva&#231;&#227;o aut&#244;noma e moderados na controlada. Outra metade formou o cluster 2, com escores moderados em ambas as medidas. As meninas eram duas vezes mais representadas no cluster 1 do que os meninos. Da mesma forma, os alunos do cluster 1 tinham percep&#231;&#245;es em n&#237;vel mais elevado de seus pais como apoios &#224; leitura. Os resultados foram discutidos &#224; luz do referencial te&#243;rico e de estudos anteriores e foram sugeridas novas pesquisa sobre o constructo. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This study aimed at investigating adolescents&#8217; motivation for reading through motivational profiles and their relationship with support by their parents.A sample of 520 students from primary and high schools answered to a Likert-type questionnaire containing items that mirrored self-regulation continuum, as proposed by Self-Determination Theory, and about parents&#8217; perceptions. A person-centered approach was used and two contrasting clusters were identified based on autonomous and controlled motivation scores. About half of students were included in the first group, characterized as high in autonomous motivation and moderate in controlled motivation. Remaining students composed a second group with moderate scores in both autonomous and controlled motivation. Girls were twice more represented in the first group than boys. At the same time all students with this profile perceived more their parents as supportive of reading. Results were discussed in the light of Self-Determination Theory and new studies on the construct were proposed. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El objetivo del estudio fue investigar la motivaci&#243;n de los adolescentes para la lectura a trav&#233;s de perfiles motivacionales y su relaci&#243;n con la percepci&#243;n de apoyo de los padres participaron en total 520 alumnos de la Educaci&#243;n Secundaria que respondieron a un cuestionario con escala Likert compuesto con &#237;tems que miden la motivaci&#243;n a lo largo del continuum propuesto en la teor&#237;a de la autodeterminaci&#243;n y &#237;tems que miden las percepciones de apoyo de los padres. Se realiz&#243; el an&#225;lisis centrado en las personas que revel&#243; dos perfiles motivacionales: uno con grados elevados de motivaci&#243;n aut&#243;noma y grados moderados de motivaci&#243;n controlada y otro con grados moderados en las dos modalidades motivacionales. Aproximadamente la mitad de los adolescentes se caracterizaba en cada perfil. Las ni&#241;as eran dos veces m&#225;s representadas en el primer perfile que los ni&#241;os. Todos los adolescentes del primer perfil tambi&#233;n percib&#237;an en grado estad&#237;sticamente superior que sus padres daban apoyo a la lectura. Los resultados fueran discutidos a la luz de la Teor&#237;a de la Autodeterminaci&#243;n y nuevas investigaciones sobre el constructo fueran presentadas. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Motivação para Leitura]]></kwd>
<kwd lng="pt"><![CDATA[Adolescência]]></kwd>
<kwd lng="pt"><![CDATA[Teoria da Autodeterminação]]></kwd>
<kwd lng="pt"><![CDATA[Perfis Motivacionais]]></kwd>
<kwd lng="pt"><![CDATA[Percepções dos Pais]]></kwd>
<kwd lng="en"><![CDATA[Reading Motivation]]></kwd>
<kwd lng="en"><![CDATA[Adolescence]]></kwd>
<kwd lng="en"><![CDATA[Self-Determination Theory]]></kwd>
<kwd lng="en"><![CDATA[Motivational Profiles]]></kwd>
<kwd lng="en"><![CDATA[Perceptions of parents]]></kwd>
<kwd lng="es"><![CDATA[Motivación para Lectura]]></kwd>
<kwd lng="es"><![CDATA[Adolescencia]]></kwd>
<kwd lng="es"><![CDATA[Teoría de Autodeterminación]]></kwd>
<kwd lng="es"><![CDATA[Perfiles Motivacionales]]></kwd>
<kwd lng="es"><![CDATA[Percepción de los Padres]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Baptista]]></surname>
<given-names><![CDATA[R. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Freitas]]></surname>
<given-names><![CDATA[P.V.]]></given-names>
</name>
<name>
<surname><![CDATA[Peçanha]]></surname>
<given-names><![CDATA[A. P.]]></given-names>
</name>
<name>
<surname><![CDATA[Soares]]></surname>
<given-names><![CDATA[A.B.]]></given-names>
</name>
<name>
<surname><![CDATA[Mettrau]]></surname>
<given-names><![CDATA[M.B.]]></given-names>
</name>
<name>
<surname><![CDATA[Peruzzi]]></surname>
<given-names><![CDATA[M.M.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Práticas de leitura e compreensão de texto no 6º e 7º anos do ensino fundamental]]></article-title>
<source><![CDATA[Estudos de PsicologiaCampinas]]></source>
<year></year>
<volume>33</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>173-82</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Baker]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Wigfield]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Dimensions of children´s motivation for reading and their relations to reading activity and reading achievement]]></article-title>
<source><![CDATA[Reading Research Quarterly]]></source>
<year></year>
<volume>34</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>452-77</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bzuneck]]></surname>
<given-names><![CDATA[J. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[M.F.C.]]></given-names>
</name>
<name>
<surname><![CDATA[Rufini]]></surname>
<given-names><![CDATA[S. É.]]></given-names>
</name>
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[K. L.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Estrutura fatorial de uma escala de motivação de adolescentes para leitura]]></article-title>
<source><![CDATA[Avaliação Psicológica]]></source>
<year></year>
<volume>14</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>375-83</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bzuneck]]></surname>
<given-names><![CDATA[J. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Megliato]]></surname>
<given-names><![CDATA[J. G. P.]]></given-names>
</name>
<name>
<surname><![CDATA[Rufini]]></surname>
<given-names><![CDATA[S. É.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Engajamento de adolescentes nas tarefas escolares de casa: uma abordagem centrada na pessoa]]></article-title>
<source><![CDATA[Psicologia Escolar e Educacional]]></source>
<year></year>
<numero>17</numero>
<issue>17</issue>
<page-range>151-61</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Deci]]></surname>
<given-names><![CDATA[E. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Ryan]]></surname>
<given-names><![CDATA[R. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[The &#8220;what&#8221; and &#8220;why&#8221; of goal pursuits: human needs and self-determination of behavior]]></article-title>
<source><![CDATA[Psychological Inquiry]]></source>
<year></year>
<volume>11</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>227-68</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Deci]]></surname>
<given-names><![CDATA[E. L.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Facilitating Optimal Motivation and Psychological Well- Being Across Life&#8217;s Domains]]></article-title>
<source><![CDATA[Canadian Psychology]]></source>
<year></year>
<volume>49</volume>
<numero>10</numero>
<issue>10</issue>
<page-range>14-23</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dumont]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Trautwein]]></surname>
<given-names><![CDATA[U.]]></given-names>
</name>
<name>
<surname><![CDATA[Lüdtke]]></surname>
<given-names><![CDATA[O.]]></given-names>
</name>
<name>
<surname><![CDATA[Neumann]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Niggli]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Schnyder]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Does parental homework involvement mediate the relationship between family background and educational outcomes?]]></article-title>
<source><![CDATA[Contemporary Educational Psychology]]></source>
<year></year>
<numero>37</numero>
<issue>37</issue>
<page-range>55-69</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gottfried]]></surname>
<given-names><![CDATA[A. E.]]></given-names>
</name>
<name>
<surname><![CDATA[Fleming]]></surname>
<given-names><![CDATA[J. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Gottfried]]></surname>
<given-names><![CDATA[A. W.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Continuity ofacademic intrinsic motivation from childhood through late adolescence:A longitudinal study]]></article-title>
<source><![CDATA[Journal of Educational Psychology]]></source>
<year></year>
<numero>93</numero>
<issue>93</issue>
<page-range>3-13</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Guay]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Bovin]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Chanal]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Larose]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Marsh]]></surname>
<given-names><![CDATA[H. W.]]></given-names>
</name>
<name>
<surname><![CDATA[Ratelle]]></surname>
<given-names><![CDATA[C.F.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Intrinsic, identified, and controlled types of motivation for school subjects in Young elementary school children]]></article-title>
<source><![CDATA[British Journal of Educational Psychology]]></source>
<year></year>
<numero>80</numero>
<issue>80</issue>
<page-range>711-35</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Guthrie]]></surname>
<given-names><![CDATA[J.T.]]></given-names>
</name>
<name>
<surname><![CDATA[Loa]]></surname>
<given-names><![CDATA[L.W.]]></given-names>
</name>
<name>
<surname><![CDATA[Wigfield]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Tonks]]></surname>
<given-names><![CDATA[S.M.]]></given-names>
</name>
<name>
<surname><![CDATA[Humenick]]></surname>
<given-names><![CDATA[N.M.]]></given-names>
</name>
<name>
<surname><![CDATA[Littles]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Reading motivation and reading comprehension growth in the later elementary years]]></article-title>
<source><![CDATA[Contemporary Educational Psychology]]></source>
<year></year>
<numero>32</numero>
<issue>32</issue>
<page-range>282-313</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hayenga]]></surname>
<given-names><![CDATA[A. O.]]></given-names>
</name>
<name>
<surname><![CDATA[Corpus]]></surname>
<given-names><![CDATA[J. H.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Profiles of intrinsic and extrinsic motivation: A person-centered approach to motivation and achievement in middle school]]></article-title>
<source><![CDATA[Motivation and Emotion]]></source>
<year></year>
<numero>34</numero>
<issue>34</issue>
<page-range>371-83</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Law]]></surname>
<given-names><![CDATA[Y.K.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[The role of teachers&#8217; cognitive support in motivating young Hong Kong Chinese children to read and enhancing reading comprehension]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year></year>
<numero>27</numero>
<issue>27</issue>
<page-range>73-84</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lepper]]></surname>
<given-names><![CDATA[M. R.]]></given-names>
</name>
<name>
<surname><![CDATA[Corpus]]></surname>
<given-names><![CDATA[J. H.]]></given-names>
</name>
<name>
<surname><![CDATA[Iyengar]]></surname>
<given-names><![CDATA[S. S.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates]]></article-title>
<source><![CDATA[Journal of Educational Psychology]]></source>
<year></year>
<numero>97</numero>
<issue>97</issue>
<page-range>184-96</page-range></nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mata]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Monteiro]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Peixoto]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Motivação para leitura ao longo da escolaridade]]></article-title>
<source><![CDATA[Análise Psicológica]]></source>
<year></year>
<numero>4</numero>
<issue>4</issue>
<page-range>563-72</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Meece]]></surname>
<given-names><![CDATA[J.L.]]></given-names>
</name>
<name>
<surname><![CDATA[Glienke]]></surname>
<given-names><![CDATA[B. B.]]></given-names>
</name>
<name>
<surname><![CDATA[Burg]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Gender and motivation]]></article-title>
<source><![CDATA[Journal of School Psychology]]></source>
<year></year>
<numero>44</numero>
<issue>44</issue>
<page-range>351-73</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Monteiro]]></surname>
<given-names><![CDATA[R. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[A. A. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Recursos familiares e desempenho em compreensão de leitura]]></article-title>
<source><![CDATA[Psico-RS]]></source>
<year></year>
<numero>44</numero>
<issue>44</issue>
<page-range>273-79</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[K. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Boruchovitch]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[A. A. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Leitura e desempenho escolar em português e matemática no ensino fundamental]]></article-title>
<source><![CDATA[Paidéia]]></source>
<year></year>
<numero>18</numero>
<issue>18</issue>
<page-range>531-40</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pintrich]]></surname>
<given-names><![CDATA[P. R.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[A motivacional science perspective on the role of student motivation in learning and teaching contexts]]></article-title>
<source><![CDATA[Journal of Educational Psychology]]></source>
<year></year>
<volume>95</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>667-86</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ratelle]]></surname>
<given-names><![CDATA[C. F.]]></given-names>
</name>
<name>
<surname><![CDATA[Guay]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Larose]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Senécal]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Vallerand]]></surname>
<given-names><![CDATA[R. J.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Autonomous, Controlled, and Amotivated Types of Academic Motivation: A Person-Oriented Analysis]]></article-title>
<source><![CDATA[Journal of Educational Psychology]]></source>
<year></year>
<volume>99</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>734-7746</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Retelsdorf]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Köller]]></surname>
<given-names><![CDATA[O.]]></given-names>
</name>
<name>
<surname><![CDATA[Möller]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[On the effects of motivation on reading performance growth in the secondary school]]></article-title>
<source><![CDATA[Learning and Instruction]]></source>
<year></year>
<numero>21</numero>
<issue>21</issue>
<page-range>550-59</page-range></nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Schraw]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Lehman]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Situational Interest: A Review of the Literature and Directions for Future Research]]></article-title>
<source><![CDATA[Educational Psychology Review]]></source>
<year></year>
<volume>13</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>23-51</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vansteenkiste]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Mouratidis]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Emerging Trends and Future Directions for the Field of Motivation Psychology: A Special Issue in Honor of Prof. Dr. Willy Lens.]]></article-title>
<source><![CDATA[PsychologicaBelgica]]></source>
<year></year>
<volume>56</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>118-42</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Villiger]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Niggli]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Wandeler]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Kutzelmann]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Does family make a difference? Mid-term effects of a school/home-based intervention program to enhance reading motivation]]></article-title>
<source><![CDATA[Learning and Instruction]]></source>
<year></year>
<volume>22</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>79-91</page-range></nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wigfield]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Reading Motivation: A Domain- Specific Approach to Motivation]]></article-title>
<source><![CDATA[Educational Psychologist]]></source>
<year></year>
<volume>32</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>59-68</page-range></nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wigfield]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Guthrie]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Relations of Children&#8217;s Motivation for Reading to the Amount and Breadth of their Reading]]></article-title>
<source><![CDATA[Journal of Educational Psychology]]></source>
<year></year>
<numero>89</numero>
<issue>89</issue>
<page-range>420-32</page-range></nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wigfield]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Guthrie]]></surname>
<given-names><![CDATA[J.T.]]></given-names>
</name>
<name>
<surname><![CDATA[Tonks]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Perencevich]]></surname>
<given-names><![CDATA[K.C.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Children&#8217;s motivation for reading: domain specificity and instructional influences]]></article-title>
<source><![CDATA[The Journal of Educational Research]]></source>
<year></year>
<volume>97</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>299-309</page-range></nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wormington]]></surname>
<given-names><![CDATA[S. V.]]></given-names>
</name>
<name>
<surname><![CDATA[Corpus]]></surname>
<given-names><![CDATA[J. H.]]></given-names>
</name>
<name>
<surname><![CDATA[Anderson]]></surname>
<given-names><![CDATA[K. G.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[A Person-Centered Investigation of Academic Motivation and its Correlates in High School]]></article-title>
<source><![CDATA[Learning and Individual Differences]]></source>
<year></year>
<numero>22</numero>
<issue>22</issue>
<page-range>429-38</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
