ABSTRACT
This chapter provides an overview of the range of motivational and cognitive resources that are known to play a role in reading proficiency. The broad categories of motivation include various achievement strivings, task values and interests, costs, and beliefs about abilities. Intrapersonal achievement is focused on the extent to which learners care about developing competence in order to master the task or to improve them across time. Whereas achievement strivings are about competence in general, and can be applied to any task or content area, task values are more specific to the content and the affordances of an activity. At a general level, tasks that have attainment value are those that individuals perceive as being part of their developing identities. Utility value reflects the belief that a task can be instrumental for achieving either short- or long-term goals. Situational interest, unlike individual interest, refers to interest that is experienced in the moment of task engagement in response to situational variables.
