Assessing middle school dual language learners' and English-only students' motivation to participate in classroom discussion

Holly L. Griskell; Perla B. Gámez; Nonie K. Lesaux

doi:10.1016/j.lindif.2019.101799

Assessing middle school dual language learners' and English-only students' motivation to participate in classroom discussion

Holly L. Griskell, Perla B. Gámez, Nonie K. Lesaux

Department of Psychology

Research output: Contribution to journal › Article › peer-review

Original language	American English
Journal	Learning and Individual Differences
Volume	77
DOIs	https://doi.org/10.1016/j.lindif.2019.101799
State	Published - Jan 1 2020

Disciplines

Psychology
Developmental Psychology
Science and Mathematics Education

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10.1016/j.lindif.2019.101799License: Unspecified

Cite this

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title = "Assessing middle school dual language learners' and English-only students' motivation to participate in classroom discussion",

author = "Griskell, {Holly L.} and G{\'a}mez, {Perla B.} and Lesaux, {Nonie K.}",

note = "JavaScript is disabled on your browser. Please enable JavaScript to use all the features on this page. * Motivation to participate in classroom discussion is multi-dimensional. * Motivators are language-efficacy, value, interest, social, and extrinsic. * Language-efficacy positively predicts students' amount of talk during discussion.",

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N1 - JavaScript is disabled on your browser. Please enable JavaScript to use all the features on this page. * Motivation to participate in classroom discussion is multi-dimensional. * Motivators are language-efficacy, value, interest, social, and extrinsic. * Language-efficacy positively predicts students' amount of talk during discussion.

PY - 2020/1/1

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M3 - Article

VL - 77

JO - Learning and Individual Differences

JF - Learning and Individual Differences

ER -

Assessing middle school dual language learners' and English-only students' motivation to participate in classroom discussion

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