Dr. Wigfield’s research has
focused on the development and socialization of children's achievement
motivation in different areas. In
several large-scale, longitudinal studies he and his colleagues have
examined how children's motivation develops across the elementary school
years, into and through middle school, and into high school.
In the literacy area, Dr. Wigfield has done research on the
development of children's motivation for reading, and how different
instructional practices influence children's reading motivation.
He has developed new measures of reading motivation in this work,
and has examined how children's reading motivation relates to the amount
of reading that they do, and their reading achievement.
Dr. Wigfield is collaborating with Dr. John Guthrie and Dr. Pedro
Barbossa on a large-scale study of the effects of different reading
instructional practices on children’s reading comprehension and reading
motivation. The project is
funded by the National Science Foundation through the Interagency
Educational Research Initiative.
Allan Wigfield is also a Fellow in the American Psychological Association (Division 15, Educational Psychology), and also is Treasurer of Division 15. He was chair of the Motivation in Education Special Interest Group in the American Educational Research Association from 1994 to 1996. In 1992 he and his colleagues won the American Educational Research Association’s Division C (Counseling and Human Development) human development research award. In 1998 he received the Vernon E. Anderson Distinguished Faculty Award from the College of Education at the University of Maryland. Dr. Wigfield currently is Associate Editor of the Journal of Educational Psychology, and serves on the editorial board of several major journals in the fields of educational and developmental psychology. He has authored over 65 articles and chapters, and edited two books.
Selected Recent Publications
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.
Guthrie, J. T., Wigfield,
A., & VonSecker, C. (2000). Effects of integrated instruction on
motivation and strategy use in reading. Journal of Educational
Psychology, 92(2), 331-341.
Guthrie, J. T., Wigfield, A. (2000). Engagement and motivation in
reading. In M.L. Kamil, P.B. Mosenthal, P. D. Pearson, & R. Barr
(Eds.), Handbook of reading research (3rd Ed.). New
Guthrie, J. T., & Wigfield, A. (Eds.) (1997). Reading
engagement: Motivating reader through integrated instruction. Newark:
DE: International Reading Association.
Guthrie, J. T., Wigfield, A., Cox, K., & Metsala, J. (1999).
Predicting text comprehension and reading activity with motivational and
cognitive variables. Scientific Studies of Reading, 3, 231-256.
Wigfield, A. (2000). Facilitating young children’s motivation to
read. In L. Baker, M. J. Dreher, & J. T. Guthrie (Eds.), Engaging
young readers (pp. 140-158). New York: Guilford.
Wigfield, A. (1997). Children’s motivation for reading and
reading engagement. In J. T.
Guthrie & A. Wigfield (Eds.). Reading engagement: Motivating
readers through integrated instruction. Newark, DE: International
Wigfield, A., & Eccles, J. S. (2000).
Expectancy‑value theory of achievement motivation. Contemporary
Educational Psychology, 25, 68‑81.
Wigfield, A., Eccles, J. S., & Rodriguez, D. (1998). The
development of children’s motivation in school contexts.
In a. Iran-Nejad & P. D. Pearson (Eds.), Review of research
in education (Vol. 23). Washington, DC: American Educational Research
Wigfield, A., Eccles, J. S., Yoon, K. S., Harold, R. D., Arbreton,
A., Freedman-Doan, C., Blumenfeld, P. C. (1997). Changes in children’s
competence beliefs and subjective task values across the elementary school
years: A three-year study. Journal of Educational Psychology, 89,
Wigfield, A., & Guthrie, J. T. (1997). Relations of
children’s motivation for reading to the amount and breadth of their
reading. Journal of Educational Psychology, 89, 420-432.
Increasing reading comprehension, motivation, and science knowledge
John T. Guthrie, Allan Wigfield, Pedro Barbosa
Funding Organization: Interagency Education
Research Initiative (IERI)
Dates: 2000 - 2005
Children's Competence Beliefs, Achievement Task Values, and
Funding Organization: Spencer Foundation
Children's Motivation for Reading
Funding Organization: National Reading
Research Center - University of Maryland
Children's Motivation for Reading in Regular and CORI Elementary
Funding Organization: National Reading Research
Center - University of Maryland
Ontogeny of Self- and Task Concepts and Activity Choice
Jacquelynne S. Eccles and Allan Wigfield
Funding Organization: National
Institute for Children’s Health and Development (NICHD)
Total Amount: $1,500,000
Last modified 22 February, 2001 © 2000 University of Maryland