Why children differ in motivation to learn Insights from over 13,000 twins from 6 countries

Little is known about why people differ in their levels of academic motivation. This study explored the etiology of individual differences in enjoyment and self-perceived ability for several school subjects in nearly 13,000 twins aged 9-16 from 6 countries. The results showed a striking consistency...

Celý popis

Uložené v:

Podrobná bibliografia
Vydané v:	Personality and individual differences Ročník 80; číslo 80; s. 51 - 63
Hlavní autori:	Kovas, Yulia, Garon-Carrier, Gabrielle, Boivin, Michel, Petrill, Stephen A, Plomin, Robert, Malykh, Sergey, Spinath, Frank M, Murayama, Kou, Ando, Juko, Bogdanova, Olga, Brendgen, Mara, Dionne, Ginette, Forget-Dubois, Nadine, Galajinsky, Eduard V, Gottschling, Juliana, Guay, Frédéric, Lemelin, Jean-Pascal, Logan, Jessica A.r, Yamagata, Shinji, Shikishima, Chizuru, Spinath, Birgit, Thompson, Lee A, Tikhomirova, Tatiana N, Tosto, Maria G, Tremblay, Richard, Vitaro, Frank
Médium:	Journal Article
Jazyk:	English
Vydavateľské údaje:	England Elsevier Ltd 01.07.2015 Pergamon Press
Predmet:	Cross-cultural study Deutschland Differenz Enjoyment Fragebogen Freude Großbritannien Individual differences Individuum Internationaler Vergleich Japan Jugendlicher Kanada Kind Kompetenz Leistungsmotivation Motivation Psychiatric/Mental Health Russland Schulfach Schüler Selbstwahrnehmung Self-perceived ability Teacher/classroom effect Twin studies Umfrage Ursachenforschung USA Zwilling Teacher/classroom effect Self-perceived ability Twin studies Enjoyment Cross-cultural study Individual differences
ISSN:	0191-8869, 1873-3549, 1873-3549
On-line prístup:	Získať plný text
Tagy:	Pridať tag Žiadne tagy, Buďte prvý, kto otaguje tento záznam!

Abstract	Little is known about why people differ in their levels of academic motivation. This study explored the etiology of individual differences in enjoyment and self-perceived ability for several school subjects in nearly 13,000 twins aged 9-16 from 6 countries. The results showed a striking consistency across ages, school subjects, and cultures. Contrary to common belief, enjoyment of learning and children's perceptions of their competence were no less heritable than cognitive ability. Genetic factors explained approximately 40% of the variance and all of the observed twins' similarity in academic motivation. Shared environmental factors, such as home or classroom, did not contribute to the twin's similarity in academic motivation. Environmental influences stemmed entirely from individual specific experiences. (übernommen).
AbstractList	•Genes rather than environment contribute to family resemblance in academic motivation.•Environmental influences stemmed entirely from individual specific experiences.•Attending same vs. different classes did not affect twin similarity in motivation.•Results are similar across ages, countries and academic subjects. Little is known about why people differ in their levels of academic motivation. This study explored the etiology of individual differences in enjoyment and self-perceived ability for several school subjects in nearly 13,000 twins aged 9–16 from 6 countries. The results showed a striking consistency across ages, school subjects, and cultures. Contrary to common belief, enjoyment of learning and children’s perceptions of their competence were no less heritable than cognitive ability. Genetic factors explained approximately 40% of the variance and all of the observed twins’ similarity in academic motivation. Shared environmental factors, such as home or classroom, did not contribute to the twin’s similarity in academic motivation. Environmental influences stemmed entirely from individual specific experiences. Little is known about why people differ in their levels of academic motivation. This study explored the etiology of individual differences in enjoyment and self-perceived ability for several school subjects in nearly 13,000 twins aged 9-16 from 6 countries. The results showed a striking consistency across ages, school subjects, and cultures. Contrary to common belief, enjoyment of learning and children's perceptions of their competence were no less heritable than cognitive ability. Genetic factors explained approximately 40% of the variance and all of the observed twins' similarity in academic motivation. Shared environmental factors, such as home or classroom, did not contribute to the twin's similarity in academic motivation. Environmental influences stemmed entirely from individual specific experiences.Little is known about why people differ in their levels of academic motivation. This study explored the etiology of individual differences in enjoyment and self-perceived ability for several school subjects in nearly 13,000 twins aged 9-16 from 6 countries. The results showed a striking consistency across ages, school subjects, and cultures. Contrary to common belief, enjoyment of learning and children's perceptions of their competence were no less heritable than cognitive ability. Genetic factors explained approximately 40% of the variance and all of the observed twins' similarity in academic motivation. Shared environmental factors, such as home or classroom, did not contribute to the twin's similarity in academic motivation. Environmental influences stemmed entirely from individual specific experiences. Little is known about why people differ in their levels of academic motivation. This study explored the etiology of individual differences in enjoyment and self-perceived ability for several school subjects in nearly 13,000 twins aged 9-16 from 6 countries. The results showed a striking consistency across ages, school subjects, and cultures. Contrary to common belief, enjoyment of learning and children's perceptions of their competence were no less heritable than cognitive ability. Genetic factors explained approximately 40% of the variance and all of the observed twins' similarity in academic motivation. Shared environmental factors, such as home or classroom, did not contribute to the twin's similarity in academic motivation. Environmental influences stemmed entirely from individual specific experiences. Highlights•Genes rather than environment contribute to family resemblance in academic motivation. •Environmental influences stemmed entirely from individual specific experiences. •Attending same vs. different classes did not affect twin similarity in motivation. •Results are similar across ages, countries and academic subjects. Little is known about why people differ in their levels of academic motivation. This study explored the etiology of individual differences in enjoyment and self-perceived ability for several school subjects in nearly 13,000 twins aged 9-16 from 6 countries. The results showed a striking consistency across ages, school subjects, and cultures. Contrary to common belief, enjoyment of learning and children's perceptions of their competence were no less heritable than cognitive ability. Genetic factors explained approximately 40% of the variance and all of the observed twins' similarity in academic motivation. Shared environmental factors, such as home or classroom, did not contribute to the twin's similarity in academic motivation. Environmental influences stemmed entirely from individual specific experiences. (übernommen). • Genes rather than environment contribute to family resemblance in academic motivation. • Environmental influences stemmed entirely from individual specific experiences. • Attending same vs. different classes did not affect twin similarity in motivation. • Results are similar across ages, countries and academic subjects. Little is known about why people differ in their levels of academic motivation. This study explored the etiology of individual differences in enjoyment and self-perceived ability for several school subjects in nearly 13,000 twins aged 9–16 from 6 countries. The results showed a striking consistency across ages, school subjects, and cultures. Contrary to common belief, enjoyment of learning and children’s perceptions of their competence were no less heritable than cognitive ability. Genetic factors explained approximately 40% of the variance and all of the observed twins’ similarity in academic motivation. Shared environmental factors, such as home or classroom, did not contribute to the twin’s similarity in academic motivation. Environmental influences stemmed entirely from individual specific experiences.
Author	Plomin, Robert Forget-Dubois, Nadine Brendgen, Mara Galajinsky, Eduard V Ando, Juko Shikishima, Chizuru Vitaro, Frank Thompson, Lee A Garon-Carrier, Gabrielle Boivin, Michel Spinath, Frank M Guay, Frédéric Yamagata, Shinji Kovas, Yulia Logan, Jessica A.r Malykh, Sergey Dionne, Ginette Tikhomirova, Tatiana N Bogdanova, Olga Murayama, Kou Tosto, Maria G Petrill, Stephen A Gottschling, Juliana Tremblay, Richard Spinath, Birgit Lemelin, Jean-Pascal
AuthorAffiliation	l Crane Center for Early Child Research and Policy, The Ohio State University, Columbus, OH, USA p Université de Montréal, Montréal, Canada b Goldsmiths, University of London, London, UK c King’s College London, MRC Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology & Neuroscience, UK h Department of Psychology, University of California, Los Angeles, USA k Département de psychoéducation, Université de Sherbrooke, Sherbrooke, Canada s Tomsk State University, Russia m National Center for University Entrance Examinations, Tokyo, Japan n Department of Psychology, Heidelberg University, Germany q School of Public Health, Physiotherapy and Public Health, University College Dublin, Dublin, Ireland j Université du Québec à Montréal, Montréal, Canada a Laboratory for Cognitive Investigations and Behavioral Genetics, Tomsk State University, Russia g Department of Psychology, Saarland University, Saarbrücken, Germany r Department of Psychology, University of York, UK d Psy
AuthorAffiliation_xml	– name: j Université du Québec à Montréal, Montréal, Canada – name: d Psychological Institute, Russian Academy of Education, Moscow, Russia – name: r Department of Psychology, University of York, UK – name: n Department of Psychology, Heidelberg University, Germany – name: p Université de Montréal, Montréal, Canada – name: f The Ohio State University, Columbus, OH, USA – name: l Crane Center for Early Child Research and Policy, The Ohio State University, Columbus, OH, USA – name: e Université Laval, Québec, Canada – name: c King’s College London, MRC Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology & Neuroscience, UK – name: h Department of Psychology, University of California, Los Angeles, USA – name: m National Center for University Entrance Examinations, Tokyo, Japan – name: q School of Public Health, Physiotherapy and Public Health, University College Dublin, Dublin, Ireland – name: b Goldsmiths, University of London, London, UK – name: i Keio University, Tokyo, Japan – name: a Laboratory for Cognitive Investigations and Behavioral Genetics, Tomsk State University, Russia – name: s Tomsk State University, Russia – name: o Department of Psychological Sciences, Case Western Reserve University, Cleveland, OH, USA – name: g Department of Psychology, Saarland University, Saarbrücken, Germany – name: k Département de psychoéducation, Université de Sherbrooke, Sherbrooke, Canada
Author_xml	– sequence: 1 fullname: Kovas, Yulia – sequence: 2 fullname: Garon-Carrier, Gabrielle – sequence: 3 fullname: Boivin, Michel – sequence: 4 fullname: Petrill, Stephen A – sequence: 5 fullname: Plomin, Robert – sequence: 6 fullname: Malykh, Sergey – sequence: 7 fullname: Spinath, Frank M – sequence: 8 fullname: Murayama, Kou – sequence: 9 fullname: Ando, Juko – sequence: 10 fullname: Bogdanova, Olga – sequence: 11 fullname: Brendgen, Mara – sequence: 12 fullname: Dionne, Ginette – sequence: 13 fullname: Forget-Dubois, Nadine – sequence: 14 fullname: Galajinsky, Eduard V – sequence: 15 fullname: Gottschling, Juliana – sequence: 16 fullname: Guay, Frédéric – sequence: 17 fullname: Lemelin, Jean-Pascal – sequence: 18 fullname: Logan, Jessica A.r – sequence: 19 fullname: Yamagata, Shinji – sequence: 20 fullname: Shikishima, Chizuru – sequence: 21 fullname: Spinath, Birgit – sequence: 22 fullname: Thompson, Lee A – sequence: 23 fullname: Tikhomirova, Tatiana N – sequence: 24 fullname: Tosto, Maria G – sequence: 25 fullname: Tremblay, Richard – sequence: 26 fullname: Vitaro, Frank
BackLink	http://www.fachportal-paedagogik.de/fis_bildung/suche/fis_set.html?FId=A49702$$DAccess content in the German Education Portal https://www.ncbi.nlm.nih.gov/pubmed/26052174$$D View this record in MEDLINE/PubMed
BookMark	eNp9kktr3DAUhUVJaSZp_0AWxcsSsKvHSLKgBELoCwJdtKXLiyxfdzT1SFPJMzD_vnIn6SOLrLS49ztHnHPPyEmIAQm5YLRhlKnX62Zrfd9wymRDeUOpekIWrNWiFnJpTsiCMsPqtlXmlJzlvKaUSsnNM3LKFZWc6eWCXH5bHSq38mOfMFS9HwZMlQ_VJk5-bycfQzXFakSbwnPydLBjxhd37zn5-u7tl5sP9e2n9x9vrm9rp4SZaqNoJwXnDgUq5qh0Q6fEUgvNnCj2RiDlXScHLqwdmJWDbdVAVdcJrbUV4pxcHXW3u26DvcMwJTvCNvmNTQeI1sP_k-BX8D3uYSk054oXgVd3Ain-3GGeYOOzw3G0AeMuA2u5UkIro8vqy3-9_pjcB1QW2uOCSzHnhAM4P_3OpVj7ERiFuQtYw9wFzF0A5VC6KCh_gN6rPwq9OUJYEt57TJCdx-Cw9wndBH30j-NXD3A3-uCdHX_gAfM67lIo3QGDXAD4PF_IfCBMluMw7RzIxVGg99u_H75eGk25-AXYMr8y
CitedBy_id	crossref_primary_10_1371_journal_pone_0225946 crossref_primary_10_1017_thg_2019_74 crossref_primary_10_1016_j_learninstruc_2022_101613 crossref_primary_10_1002_per_2202 crossref_primary_10_1038_s41588_020_00754_2 crossref_primary_10_1177_08959048211015626 crossref_primary_10_3389_feduc_2019_00021 crossref_primary_10_1111_bjep_12259 crossref_primary_10_1177_0735633116639952 crossref_primary_10_3390_brainsci12020236 crossref_primary_10_1017_thg_2019_109 crossref_primary_10_1016_j_cedpsych_2022_102138 crossref_primary_10_1177_19485506211036610 crossref_primary_10_1038_s41562_024_01967_9 crossref_primary_10_1177_2333794X19848670 crossref_primary_10_1038_srep42218 crossref_primary_10_1111_mbe_70005 crossref_primary_10_1038_s41467_022_32003_x crossref_primary_10_1111_mbe_12077 crossref_primary_10_1016_j_cedpsych_2025_102398 crossref_primary_10_1016_j_intell_2022_101664 crossref_primary_10_1007_s12687_018_0363_7 crossref_primary_10_1177_2332858417717691 crossref_primary_10_1017_thg_2016_99 crossref_primary_10_1177_00016993211051958 crossref_primary_10_1016_j_jcomdis_2015_07_006 crossref_primary_10_1016_j_lindif_2016_07_009 crossref_primary_10_1108_BJM_09_2017_0279 crossref_primary_10_1002_rrq_309 crossref_primary_10_1017_S0021932017000645 crossref_primary_10_1016_j_neubiorev_2020_01_016 crossref_primary_10_1017_S0033291724002174 crossref_primary_10_1016_j_cedpsych_2022_102043 crossref_primary_10_3390_ijerph20032116 crossref_primary_10_1038_s41398_021_01661_8 crossref_primary_10_1038_srep26373 crossref_primary_10_1111_jomf_12730 crossref_primary_10_3390_jintelligence6030037
Cites_doi	10.1126/science.1186149 10.1177/0022022101032005006 10.1037/0022-0663.100.1.78 10.1111/j.1467-8624.2011.01658.x 10.1037/0022-0663.98.1.112 10.1017/thg.2012.129 10.1007/BF01065819 10.1007/BF01320223 10.1037/0022-0663.98.1.209 10.1037/a0017288 10.3102/01623737026003237 10.1016/j.lindif.2011.09.001 10.1037/0022-0663.93.1.43 10.1017/S0001566000005626 10.1006/ceps.1999.1015 10.1037/a0027609 10.1037/0022-0663.86.1.104 10.1037/0022-0663.95.1.124 10.1017/thg.2012.133 10.1016/j.intell.2005.11.004 10.1037/0022-0663.82.1.33 10.1375/136905203322686464 10.1016/j.paid.2012.01.019 10.1037/0012-1649.40.5.805 10.1375/twin.9.6.787 10.1111/j.1467-9280.2009.02366.x 10.1002/per.677 10.1375/136905200320565391 10.1017/thg.2012.131 10.1016/S0361-476X(02)00060-7 10.2307/352730 10.1017/thg.2012.91 10.1207/S15326985EP3502_4 10.1037/0003-066X.55.1.68
ContentType	Journal Article
Copyright	2015 2015 The Authors. Published by Elsevier Ltd. 2015
Copyright_xml	– notice: 2015 – notice: 2015 The Authors. Published by Elsevier Ltd. 2015
DBID	9S6 6I. AAFTH AAYXX CITATION NPM 7X8 5PM
DOI	10.1016/j.paid.2015.02.006
DatabaseName	FIS Bildung Literaturdatenbank ScienceDirect Open Access Titles Elsevier:ScienceDirect:Open Access CrossRef PubMed MEDLINE - Academic PubMed Central (Full Participant titles)
DatabaseTitle	CrossRef PubMed MEDLINE - Academic
DatabaseTitleList	MEDLINE - Academic PubMed
Database_xml	– sequence: 1 dbid: NPM name: PubMed url: http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed sourceTypes: Index Database – sequence: 2 dbid: 7X8 name: MEDLINE - Academic url: https://search.proquest.com/medline sourceTypes: Aggregation Database
DeliveryMethod	fulltext_linktorsrc
Discipline	Psychology
EISSN	1873-3549
EndPage	63
ExternalDocumentID	PMC4372262 26052174 10_1016_j_paid_2015_02_006 S0191886915000987 1_s2_0_S0191886915000987 A49702
Genre	Journal Article
GrantInformation_xml	– fundername: NICHD NIH HHS grantid: R01 HD038075 – fundername: NICHD NIH HHS grantid: R01 HD059215 – fundername: NICHD NIH HHS grantid: R24 HD075460 – fundername: Medical Research Council grantid: G0901245 – fundername: Medical Research Council grantid: G0500079 – fundername: NICHD NIH HHS grantid: R01 HD068728
GroupedDBID	--K --M --Z -~X .~1 0R~ 123 1B1 1RT 1~. 1~5 29O 4.4 457 4G. 53G 5VS 7-5 71M 8P~ 9JM 9JO 9S6 AABNK AACTN AADFP AAEDT AAEDW AAGJA AAGUQ AAIKJ AAKOC AALRI AAOAW AAQFI AAQXK AAUPJ AAXKI AAXLA AAXUO ABCQJ ABFNM ABIVO ABJNI ABMAC ABOYX ABWVN ABXDB ACDAQ ACGFS ACHQT ACNCT ACRLP ACRPL ACXNI ADBBV ADEZE ADMUD ADNMO AEBSH AEIPS AEKER AFFNX AFJKZ AFKWA AFTJW AFXIZ AGHFR AGUBO AGWIK AGYEJ AHHHB AIEXJ AIKHN AITUG AJOXV AKRWK ALMA_UNASSIGNED_HOLDINGS AMFUW AMRAJ ANKPU ASPBG AVWKF AXJTR AZFZN BKOJK BLXMC CS3 DU5 EBS EFJIC EJD EO8 EO9 EP2 EP3 F5P FDB FEDTE FGOYB FIRID FNPLU FYGXN G-2 G-Q GBLVA HDY HMK HMO HMW HVGLF HZ~ H~9 IHE J1W KOM LPU M29 M3V M41 MO0 MOBAO N9A NEJ NHB O-L O9- OAUVE OHT OKEIE OZT P-8 P-9 P2P PC. Q38 R2- RIG ROL RPZ SAE SCC SCU SDF SDG SDP SES SEW SPCBC SPS SSB SSN SSY SSZ T5K WH7 WUQ XJT ZCA ~G- AATTM AAYWO ACLOT ACVFH ADCNI ADXHL AETEA AEUPX AFPUW AGQPQ AIGII AIIUN AKBMS AKYEP APXCP EFKBS EFLBG ~HD 6I. AADPK AAFTH AAIAV ABYKQ AFYLN AJBFU 9DU AAYXX CITATION AGCQF AGRNS BNPGV NPM SSH 7X8 5PM
ID	FETCH-LOGICAL-c639t-960b5322ce3e61c05cfb6347371c352993e02bb5f23aaf1a5fa86f06bb3777a33
ISICitedReferencesCount	42
ISICitedReferencesURI	http://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=Summon&SrcAuth=ProQuest&DestLinkType=CitingArticles&DestApp=WOS_CPL&KeyUT=000352038500010&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D
ISSN	0191-8869 1873-3549
IngestDate	Tue Sep 30 16:59:00 EDT 2025 Mon Sep 29 06:07:13 EDT 2025 Mon Jul 21 05:57:35 EDT 2025 Tue Nov 18 21:53:51 EST 2025 Sat Nov 29 05:26:44 EST 2025 Fri Feb 23 02:33:17 EST 2024 Sat Oct 25 09:11:13 EDT 2025 Tue Feb 04 03:37:40 EST 2025
IsDoiOpenAccess	true
IsOpenAccess	true
IsPeerReviewed	true
IsScholarly	true
Issue	80
Keywords	Teacher/classroom effect Self-perceived ability Twin studies Enjoyment Cross-cultural study Individual differences
Language	English
License	http://creativecommons.org/licenses/by/4.0 This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).
LinkModel	OpenURL
MergedId	FETCHMERGED-LOGICAL-c639t-960b5322ce3e61c05cfb6347371c352993e02bb5f23aaf1a5fa86f06bb3777a33
Notes	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 23
ORCID	0000-0002-5207-3303
OpenAccessLink	https://pubmed.ncbi.nlm.nih.gov/PMC4372262
PMID	26052174
PQID	1826637697
PQPubID	23479
PageCount	13
ParticipantIDs	pubmedcentral_primary_oai_pubmedcentral_nih_gov_4372262 proquest_miscellaneous_1826637697 pubmed_primary_26052174 crossref_citationtrail_10_1016_j_paid_2015_02_006 crossref_primary_10_1016_j_paid_2015_02_006 elsevier_sciencedirect_doi_10_1016_j_paid_2015_02_006 elsevier_clinicalkeyesjournals_1_s2_0_S0191886915000987 dipf_primary_A49702
PublicationCentury	2000
PublicationDate	2015-07-01
PublicationDateYYYYMMDD	2015-07-01
PublicationDate_xml	– month: 07 year: 2015 text: 2015-07-01 day: 01
PublicationDecade	2010
PublicationPlace	England
PublicationPlace_xml	– name: England
PublicationTitle	Personality and individual differences
PublicationTitleAlternate	Pers Individ Dif
PublicationYear	2015
Publisher	Elsevier Ltd Pergamon Press
Publisher_xml	– name: Elsevier Ltd – name: Pergamon Press
References	Ooki, Yamada, Asaka, Hayakawa (b0115) 1990; 39 Wigfield, Eccles (b0190) 2000; 25 Zhou, Lam, Chang (b0195) 2012; 104 Boivin, Brendgen, Dionne, Dubois, Pérusse, Robaey (b0020) 2013; 16 Spinath, Spinath, Harlaar, Plomin (b0165) 2006; 34 Urdan, Midgley (b0185) 2003; 28 Spengler, Gottschling, Spinath (b0160) 2012; 53 Ryan, Deci (b0155) 2000; 55 Haworth, Davis, Plomin (b0075) 2012; 16 New York, NY, US: Guilford Publications. xvi 704 pp. Greven, Harlaar, Kovas, Chamorro-Premuzic, Plomin (b0050) 2009; 20 Plomin, DeFries, Knopik, Neiderhiser (b0135) 2012 Olson, Keenan, Byrne, Samuelsson (b0110) 2014; 18 Elliot, A. J. & Dweck, C. S. (Eds.). (2005). Harlaar, Deater-Deckard, Thompson, DeThorne, Petrill (b0065) 2011; 82 Reeve, Jang (b0145) 2006; 98 Church, Elliot, Gable (b0030) 2001; 93 Guay, Marsh, Boivin (b0055) 2003; 95 Babad (b0010) 1993; 5 Pintrich, de Groot (b0130) 1990; 82 Ando, Fujisawa, Shikishima, Hiraishi, Nozaki, Yamagata (b0005) 2013; 16 Goldsmith (b0060) 1991; 21 Petrill, Lipton, Hewitt, Plomin, Cherny, Corley (b0125) 2004; 40 Nye, B., Konstantopoulos, S., & Hedges, L. V. (2004). How large are teacher effects? Kovas, Haworth, Dale, Plomin (b0080) 2007; 72 Ryan (b0150) 2000; 35 Forget-Dubois, Pérusse, Turecki, Girard, Billette, Rouleau (b0040) 2003; 6 Price, Freeman, Craig, Petrill, Ebersole, Plomin (b0140) 2000; 3 237–257. Retrieved from . OECD. Luo, Kovas, Haworth, Plomin (b0090) 2011; 21 Marsh, Martin, Cheng (b0095) 2008; 100 Taylor, Roehrig, Hensler, Connor, Schatschneider (b0180) 2010; 328 Gottfried, Fleming, Gottfried (b0045) 1994; 86 Petrill, Deater-Deckard, Thompson, DeThorne, Schatschneider (b0120) 2006; 98 Byrne, Coventry, Olson, Wadsworth, Samuelsson, Petrill (b0015) 2010; 102 Harris, Morgan (b0070) 1991; 53 Spinath, Spinath, Plomin (b0170) 2008; 22 Kovas, Galajinsky, Boivin, Harold, Jones, Lemelin (b0085) 2012; 16 Chirkov, Ryan (b0025) 2001; 32 (OECD Programme for International Student Assessment). Retrieved from Spinath, Wolf (b0175) 2006; 9 Harris (10.1016/j.paid.2015.02.006_b0070) 1991; 53 Church (10.1016/j.paid.2015.02.006_b0030) 2001; 93 Ooki (10.1016/j.paid.2015.02.006_b0115) 1990; 39 Petrill (10.1016/j.paid.2015.02.006_b0120) 2006; 98 Olson (10.1016/j.paid.2015.02.006_b0110) 2014; 18 Marsh (10.1016/j.paid.2015.02.006_b0095) 2008; 100 Greven (10.1016/j.paid.2015.02.006_b0050) 2009; 20 Urdan (10.1016/j.paid.2015.02.006_b0185) 2003; 28 Harlaar (10.1016/j.paid.2015.02.006_b0065) 2011; 82 Pintrich (10.1016/j.paid.2015.02.006_b0130) 1990; 82 Forget-Dubois (10.1016/j.paid.2015.02.006_b0040) 2003; 6 Haworth (10.1016/j.paid.2015.02.006_b0075) 2012; 16 Luo (10.1016/j.paid.2015.02.006_b0090) 2011; 21 Boivin (10.1016/j.paid.2015.02.006_b0020) 2013; 16 Reeve (10.1016/j.paid.2015.02.006_b0145) 2006; 98 Taylor (10.1016/j.paid.2015.02.006_b0180) 2010; 328 Guay (10.1016/j.paid.2015.02.006_b0055) 2003; 95 Spengler (10.1016/j.paid.2015.02.006_b0160) 2012; 53 Byrne (10.1016/j.paid.2015.02.006_b0015) 2010; 102 10.1016/j.paid.2015.02.006_b0105 Kovas (10.1016/j.paid.2015.02.006_b0080) 2007; 72 Spinath (10.1016/j.paid.2015.02.006_b0165) 2006; 34 10.1016/j.paid.2015.02.006_b0100 Petrill (10.1016/j.paid.2015.02.006_b0125) 2004; 40 Babad (10.1016/j.paid.2015.02.006_b0010) 1993; 5 Spinath (10.1016/j.paid.2015.02.006_b0175) 2006; 9 Chirkov (10.1016/j.paid.2015.02.006_b0025) 2001; 32 Plomin (10.1016/j.paid.2015.02.006_b0135) 2012 Zhou (10.1016/j.paid.2015.02.006_b0195) 2012; 104 Spinath (10.1016/j.paid.2015.02.006_b0170) 2008; 22 Goldsmith (10.1016/j.paid.2015.02.006_b0060) 1991; 21 Gottfried (10.1016/j.paid.2015.02.006_b0045) 1994; 86 Wigfield (10.1016/j.paid.2015.02.006_b0190) 2000; 25 Kovas (10.1016/j.paid.2015.02.006_b0085) 2012; 16 Price (10.1016/j.paid.2015.02.006_b0140) 2000; 3 Ando (10.1016/j.paid.2015.02.006_b0005) 2013; 16 Ryan (10.1016/j.paid.2015.02.006_b0150) 2000; 35 Ryan (10.1016/j.paid.2015.02.006_b0155) 2000; 55 10.1016/j.paid.2015.02.006_b0035
References_xml	– volume: 6 start-page: 479 year: 2003 end-page: 485 ident: b0040 article-title: Diagnosing zygosity in infant twins: physical similarity, genotyping, and chorionicity publication-title: Twin Research and Human Genetics – volume: 21 start-page: 710 year: 2011 end-page: 718 ident: b0090 article-title: The etiology of mathematical self-evaluation and mathematics achievement: Understanding the relationship using a cross-lagged twin study from ages 9 to 12 publication-title: Learning and Individual Differences – volume: 82 start-page: 2123 year: 2011 end-page: 2137 ident: b0065 article-title: Associations between reading achievement and independent reading in early elementary school: A genetically informative cross-lagged study publication-title: Child Development – volume: 16 start-page: 126 year: 2012 end-page: 133 ident: b0085 article-title: The Russian School Twin Registry (RSTS): Project PROGRESS publication-title: Twin Research and Human Genetics – volume: 40 start-page: 805 year: 2004 end-page: 812 ident: b0125 article-title: Genetic and environmental contributions to general cognitive ability through the first 16 years of life publication-title: Developmental Psychology – volume: 93 start-page: 43 year: 2001 end-page: 54 ident: b0030 article-title: Perceptions of classroom environment, achievement goals, and achievement outcomes publication-title: Journal of Educational Psychology – volume: 16 start-page: 64 year: 2013 end-page: 69 ident: b0020 article-title: The Quebec Newborn Twin Study: 15 years later publication-title: Twin Research and Human Genetics – reference: OECD. – volume: 39 start-page: 109 year: 1990 end-page: 115 ident: b0115 article-title: Zygosity diagnosis of twins by questionnaire publication-title: Acta Geneticae Medicae et Gemellologiae – volume: 18 start-page: 38 year: 2014 end-page: 54 ident: b0110 article-title: Why do children differ in their development of reading and related skills? publication-title: Journal of Research in Reading – reference: Elliot, A. J. & Dweck, C. S. (Eds.). (2005). – volume: 16 start-page: 202 year: 2013 end-page: 216 ident: b0005 article-title: Two cohorts and three independent anonymous twin projects at the Keio Twin Research Center (KoTReC) publication-title: Twin Research and Human Genetics – volume: 328 start-page: 512 year: 2010 end-page: 514 ident: b0180 article-title: Teacher quality moderates the genetic effects on early reading publication-title: Science – volume: 55 start-page: 68 year: 2000 end-page: 78 ident: b0155 article-title: Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being publication-title: American Psychologist – volume: 98 start-page: 112 year: 2006 end-page: 121 ident: b0120 article-title: Genetic and environmental effects of serial naming and phonological awareness on early reading outcomes publication-title: Journal of Educational Psychology – volume: 82 start-page: 33 year: 1990 end-page: 40 ident: b0130 article-title: Motivational and self-regulated learning components of classroom academic performance publication-title: Journal of Educational Psychology – reference: Nye, B., Konstantopoulos, S., & Hedges, L. V. (2004). How large are teacher effects? – volume: 100 start-page: 78 year: 2008 end-page: 95 ident: b0095 article-title: A multi-level perspective on gender in classroom motivation and climate: Potential benefits of male teachers for boys? publication-title: Journal of Educational Psychology – volume: 16 start-page: 117 year: 2012 end-page: 125 ident: b0075 article-title: Twins early development study (TEDS): A genetically sensitive investigation of cognitive and behavioral development from childhood to young adulthood publication-title: Twin Research and Human Genetics – volume: 3 start-page: 129 year: 2000 end-page: 133 ident: b0140 article-title: Infant zygosity can be assigned by parental report questionnaire data publication-title: Twin Research and Human Genetics – volume: 5 start-page: 347 year: 1993 end-page: 376 ident: b0010 article-title: Teachers’ differential behavior publication-title: Educational Psychology Review – volume: 72 start-page: 1 year: 2007 end-page: 144 ident: b0080 article-title: The genetic and environmental origins of learning abilities and disabilities in the early school years publication-title: Monographs of the Society for Research in Child Development – year: 2012 ident: b0135 article-title: Behavioral genetics – volume: 53 start-page: 531 year: 1991 end-page: 544 ident: b0070 article-title: Fathers, sons, and daughters: Differential paternal involvement in parenting publication-title: Journal of Marriage and the Family – volume: 35 start-page: 101 year: 2000 end-page: 111 ident: b0150 article-title: Peer groups as a context for the socialization of adolescents’ motivation, engagement and achievement in school publication-title: Educational Psychologist – volume: 22 start-page: 211 year: 2008 end-page: 229 ident: b0170 article-title: The nature and nurture of intelligence and motivation in the origins of sex differences in elementary school achievement publication-title: European Journal of Personality – reference: >. – volume: 20 start-page: 753 year: 2009 end-page: 762 ident: b0050 article-title: More than just IQ: School achievement is predicted by self-perceived abilities – but for genetic rather than environmental reasons publication-title: Psychological Science – volume: 102 start-page: 32 year: 2010 end-page: 42 ident: b0015 article-title: “Teacher effects” in early literacy development: Evidence from a study of twins publication-title: Journal of Educational Psychology – reference: (OECD Programme for International Student Assessment). Retrieved from < – volume: 34 start-page: 363 year: 2006 end-page: 374 ident: b0165 article-title: Predicting school achievement from general cognitive ability, self-perceived ability, and intrinsic value publication-title: Intelligence – volume: 21 start-page: 257 year: 1991 end-page: 269 ident: b0060 article-title: A zygosity questionnaire for young twins: A research note publication-title: Behavior Genetics – volume: 25 start-page: 68 year: 2000 end-page: 81 ident: b0190 article-title: Expectancy-value theory of achievement motivation publication-title: Contemporary Educational Psychology – reference: , 237–257. Retrieved from < – volume: 104 start-page: 1162 year: 2012 end-page: 1174 ident: b0195 article-title: The Chinese classroom paradox: A cross-cultural comparison of teacher controlling behaviors publication-title: Journal of Educational Psychology – volume: 98 start-page: 209 year: 2006 end-page: 218 ident: b0145 article-title: What teachers say and do to support students’ autonomy during a learning activity publication-title: Journal of Educational Psychology – reference: . New York, NY, US: Guilford Publications. xvi 704 pp. – volume: 32 start-page: 618 year: 2001 end-page: 635 ident: b0025 article-title: Parent and teacher autonomy-support in Russian and U.S. adolescents: Common effects on well-being and academic motivation publication-title: Journal of Cross-cultural Psychology – volume: 9 start-page: 787 year: 2006 end-page: 790 ident: b0175 article-title: CoSMoS and TwinPaW: Initial report on two new German twin studies publication-title: Twin Research and Human Genetics – volume: 28 start-page: 524 year: 2003 end-page: 551 ident: b0185 article-title: Changes in the perceived classroom goal structure and pattern of adaptive learning during early adolescence publication-title: Contemporary Educational Psychology – volume: 95 start-page: 124 year: 2003 end-page: 136 ident: b0055 article-title: Academic self-concept and academic achievement: Developmental perspectives on their causal ordering publication-title: Journal of Educational Psychology – volume: 86 start-page: 104 year: 1994 end-page: 113 ident: b0045 article-title: Role of parental motivational practices in children’s academic intrinsic motivation and achievement publication-title: Journal of Educational Psychology – volume: 53 start-page: 411 year: 2012 end-page: 416 ident: b0160 article-title: Personality in childhood – A longitudinal behavior genetic approach publication-title: Personality and Individual Differences – volume: 18 start-page: 38 year: 2014 ident: 10.1016/j.paid.2015.02.006_b0110 article-title: Why do children differ in their development of reading and related skills? publication-title: Journal of Research in Reading – volume: 328 start-page: 512 year: 2010 ident: 10.1016/j.paid.2015.02.006_b0180 article-title: Teacher quality moderates the genetic effects on early reading publication-title: Science doi: 10.1126/science.1186149 – volume: 32 start-page: 618 year: 2001 ident: 10.1016/j.paid.2015.02.006_b0025 article-title: Parent and teacher autonomy-support in Russian and U.S. adolescents: Common effects on well-being and academic motivation publication-title: Journal of Cross-cultural Psychology doi: 10.1177/0022022101032005006 – volume: 100 start-page: 78 year: 2008 ident: 10.1016/j.paid.2015.02.006_b0095 article-title: A multi-level perspective on gender in classroom motivation and climate: Potential benefits of male teachers for boys? publication-title: Journal of Educational Psychology doi: 10.1037/0022-0663.100.1.78 – volume: 82 start-page: 2123 year: 2011 ident: 10.1016/j.paid.2015.02.006_b0065 article-title: Associations between reading achievement and independent reading in early elementary school: A genetically informative cross-lagged study publication-title: Child Development doi: 10.1111/j.1467-8624.2011.01658.x – volume: 98 start-page: 112 year: 2006 ident: 10.1016/j.paid.2015.02.006_b0120 article-title: Genetic and environmental effects of serial naming and phonological awareness on early reading outcomes publication-title: Journal of Educational Psychology doi: 10.1037/0022-0663.98.1.112 – volume: 72 start-page: 1 year: 2007 ident: 10.1016/j.paid.2015.02.006_b0080 article-title: The genetic and environmental origins of learning abilities and disabilities in the early school years publication-title: Monographs of the Society for Research in Child Development – volume: 16 start-page: 64 year: 2013 ident: 10.1016/j.paid.2015.02.006_b0020 article-title: The Quebec Newborn Twin Study: 15 years later publication-title: Twin Research and Human Genetics doi: 10.1017/thg.2012.129 – volume: 21 start-page: 257 year: 1991 ident: 10.1016/j.paid.2015.02.006_b0060 article-title: A zygosity questionnaire for young twins: A research note publication-title: Behavior Genetics doi: 10.1007/BF01065819 – volume: 5 start-page: 347 year: 1993 ident: 10.1016/j.paid.2015.02.006_b0010 article-title: Teachers’ differential behavior publication-title: Educational Psychology Review doi: 10.1007/BF01320223 – volume: 98 start-page: 209 year: 2006 ident: 10.1016/j.paid.2015.02.006_b0145 article-title: What teachers say and do to support students’ autonomy during a learning activity publication-title: Journal of Educational Psychology doi: 10.1037/0022-0663.98.1.209 – volume: 102 start-page: 32 year: 2010 ident: 10.1016/j.paid.2015.02.006_b0015 article-title: “Teacher effects” in early literacy development: Evidence from a study of twins publication-title: Journal of Educational Psychology doi: 10.1037/a0017288 – ident: 10.1016/j.paid.2015.02.006_b0100 doi: 10.3102/01623737026003237 – volume: 21 start-page: 710 year: 2011 ident: 10.1016/j.paid.2015.02.006_b0090 article-title: The etiology of mathematical self-evaluation and mathematics achievement: Understanding the relationship using a cross-lagged twin study from ages 9 to 12 publication-title: Learning and Individual Differences doi: 10.1016/j.lindif.2011.09.001 – volume: 93 start-page: 43 year: 2001 ident: 10.1016/j.paid.2015.02.006_b0030 article-title: Perceptions of classroom environment, achievement goals, and achievement outcomes publication-title: Journal of Educational Psychology doi: 10.1037/0022-0663.93.1.43 – volume: 39 start-page: 109 year: 1990 ident: 10.1016/j.paid.2015.02.006_b0115 article-title: Zygosity diagnosis of twins by questionnaire publication-title: Acta Geneticae Medicae et Gemellologiae doi: 10.1017/S0001566000005626 – ident: 10.1016/j.paid.2015.02.006_b0035 – volume: 25 start-page: 68 year: 2000 ident: 10.1016/j.paid.2015.02.006_b0190 article-title: Expectancy-value theory of achievement motivation publication-title: Contemporary Educational Psychology doi: 10.1006/ceps.1999.1015 – ident: 10.1016/j.paid.2015.02.006_b0105 – volume: 104 start-page: 1162 year: 2012 ident: 10.1016/j.paid.2015.02.006_b0195 article-title: The Chinese classroom paradox: A cross-cultural comparison of teacher controlling behaviors publication-title: Journal of Educational Psychology doi: 10.1037/a0027609 – volume: 86 start-page: 104 year: 1994 ident: 10.1016/j.paid.2015.02.006_b0045 article-title: Role of parental motivational practices in children’s academic intrinsic motivation and achievement publication-title: Journal of Educational Psychology doi: 10.1037/0022-0663.86.1.104 – volume: 95 start-page: 124 year: 2003 ident: 10.1016/j.paid.2015.02.006_b0055 article-title: Academic self-concept and academic achievement: Developmental perspectives on their causal ordering publication-title: Journal of Educational Psychology doi: 10.1037/0022-0663.95.1.124 – year: 2012 ident: 10.1016/j.paid.2015.02.006_b0135 – volume: 16 start-page: 126 year: 2012 ident: 10.1016/j.paid.2015.02.006_b0085 article-title: The Russian School Twin Registry (RSTS): Project PROGRESS publication-title: Twin Research and Human Genetics doi: 10.1017/thg.2012.133 – volume: 34 start-page: 363 year: 2006 ident: 10.1016/j.paid.2015.02.006_b0165 article-title: Predicting school achievement from general cognitive ability, self-perceived ability, and intrinsic value publication-title: Intelligence doi: 10.1016/j.intell.2005.11.004 – volume: 82 start-page: 33 year: 1990 ident: 10.1016/j.paid.2015.02.006_b0130 article-title: Motivational and self-regulated learning components of classroom academic performance publication-title: Journal of Educational Psychology doi: 10.1037/0022-0663.82.1.33 – volume: 6 start-page: 479 year: 2003 ident: 10.1016/j.paid.2015.02.006_b0040 article-title: Diagnosing zygosity in infant twins: physical similarity, genotyping, and chorionicity publication-title: Twin Research and Human Genetics doi: 10.1375/136905203322686464 – volume: 53 start-page: 411 year: 2012 ident: 10.1016/j.paid.2015.02.006_b0160 article-title: Personality in childhood – A longitudinal behavior genetic approach publication-title: Personality and Individual Differences doi: 10.1016/j.paid.2012.01.019 – volume: 40 start-page: 805 year: 2004 ident: 10.1016/j.paid.2015.02.006_b0125 article-title: Genetic and environmental contributions to general cognitive ability through the first 16 years of life publication-title: Developmental Psychology doi: 10.1037/0012-1649.40.5.805 – volume: 9 start-page: 787 year: 2006 ident: 10.1016/j.paid.2015.02.006_b0175 article-title: CoSMoS and TwinPaW: Initial report on two new German twin studies publication-title: Twin Research and Human Genetics doi: 10.1375/twin.9.6.787 – volume: 20 start-page: 753 year: 2009 ident: 10.1016/j.paid.2015.02.006_b0050 article-title: More than just IQ: School achievement is predicted by self-perceived abilities – but for genetic rather than environmental reasons publication-title: Psychological Science doi: 10.1111/j.1467-9280.2009.02366.x – volume: 22 start-page: 211 year: 2008 ident: 10.1016/j.paid.2015.02.006_b0170 article-title: The nature and nurture of intelligence and motivation in the origins of sex differences in elementary school achievement publication-title: European Journal of Personality doi: 10.1002/per.677 – volume: 3 start-page: 129 year: 2000 ident: 10.1016/j.paid.2015.02.006_b0140 article-title: Infant zygosity can be assigned by parental report questionnaire data publication-title: Twin Research and Human Genetics doi: 10.1375/136905200320565391 – volume: 16 start-page: 202 year: 2013 ident: 10.1016/j.paid.2015.02.006_b0005 article-title: Two cohorts and three independent anonymous twin projects at the Keio Twin Research Center (KoTReC) publication-title: Twin Research and Human Genetics doi: 10.1017/thg.2012.131 – volume: 28 start-page: 524 year: 2003 ident: 10.1016/j.paid.2015.02.006_b0185 article-title: Changes in the perceived classroom goal structure and pattern of adaptive learning during early adolescence publication-title: Contemporary Educational Psychology doi: 10.1016/S0361-476X(02)00060-7 – volume: 53 start-page: 531 year: 1991 ident: 10.1016/j.paid.2015.02.006_b0070 article-title: Fathers, sons, and daughters: Differential paternal involvement in parenting publication-title: Journal of Marriage and the Family doi: 10.2307/352730 – volume: 16 start-page: 117 year: 2012 ident: 10.1016/j.paid.2015.02.006_b0075 article-title: Twins early development study (TEDS): A genetically sensitive investigation of cognitive and behavioral development from childhood to young adulthood publication-title: Twin Research and Human Genetics doi: 10.1017/thg.2012.91 – volume: 35 start-page: 101 year: 2000 ident: 10.1016/j.paid.2015.02.006_b0150 article-title: Peer groups as a context for the socialization of adolescents’ motivation, engagement and achievement in school publication-title: Educational Psychologist doi: 10.1207/S15326985EP3502_4 – volume: 55 start-page: 68 year: 2000 ident: 10.1016/j.paid.2015.02.006_b0155 article-title: Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being publication-title: American Psychologist doi: 10.1037/0003-066X.55.1.68
SSID	ssj0005529
Score	2.392447
Snippet	Little is known about why people differ in their levels of academic motivation. This study explored the etiology of individual differences in enjoyment and... Highlights•Genes rather than environment contribute to family resemblance in academic motivation. •Environmental influences stemmed entirely from individual... •Genes rather than environment contribute to family resemblance in academic motivation.•Environmental influences stemmed entirely from individual specific... • Genes rather than environment contribute to family resemblance in academic motivation. • Environmental influences stemmed entirely from individual specific...
SourceID	pubmedcentral proquest pubmed crossref elsevier dipf
SourceType	Open Access Repository Aggregation Database Index Database Enrichment Source Publisher
StartPage	51
SubjectTerms	Cross-cultural study Deutschland Differenz Enjoyment Fragebogen Freude Großbritannien Individual differences Individuum Internationaler Vergleich Japan Jugendlicher Kanada Kind Kompetenz Leistungsmotivation Motivation Psychiatric/Mental Health Russland Schulfach Schüler Selbstwahrnehmung Self-perceived ability Teacher/classroom effect Twin studies Umfrage Ursachenforschung USA Zwilling
Subtitle	Insights from over 13,000 twins from 6 countries
Title	Why children differ in motivation to learn
URI	http://www.fachportal-paedagogik.de/fis_bildung/suche/fis_set.html?FId=A49702 https://www.clinicalkey.es/playcontent/1-s2.0-S0191886915000987 https://dx.doi.org/10.1016/j.paid.2015.02.006 https://www.ncbi.nlm.nih.gov/pubmed/26052174 https://www.proquest.com/docview/1826637697 https://pubmed.ncbi.nlm.nih.gov/PMC4372262
Volume	80
WOSCitedRecordID	wos000352038500010&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D
hasFullText	1
inHoldings	1
isFullTextHit
isPrint
journalDatabaseRights	– providerCode: PRVESC databaseName: Elsevier SD Freedom Collection Journals 2021 customDbUrl: eissn: 1873-3549 dateEnd: 99991231 omitProxy: false ssIdentifier: ssj0005529 issn: 1873-3549 databaseCode: AIEXJ dateStart: 19950101 isFulltext: true titleUrlDefault: https://www.sciencedirect.com providerName: Elsevier
link	http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwtV1Lb9QwELaWLYdeEJTX8qiMxG1Jtc7LDrdVVaAgVT0UsQekyM5DTRWS1Wa3tL-HP8qMnTi7W6jogUsU5eE4mS8zn8fjGULeupFQrpC5I4XyHR9skKNSjzmJShXw2TwL_FwXm-AnJ2I2i04Hg1_dWpjLkleVuLqK5v9V1HAMhI1LZ-8gbtsoHIB9EDpsQeyw_SfBfzu_7pdom_on6NT4YQuZId3UxSLQG3BcNTg8b8w6E4znHDMPvjvosPHyJ8bP6BPhWBeVWHQhhy2dPV2j8iaNk13e1VVeSfogxS8Y96p1_qosrDn4KBd15RzKBdbO0256qWC3LPv5_hoatUH-Wdmrc-iQmTZpg9XG04N1NwYLbMir9WxGzBHC1G3pVLMp8tTq1jYxrbHSRive0P_GFXFxMJcFpoFlgUnI-odk21tG0IYmdlFvFzG2EWMb8cSNdVr3HZcHkRiSnenx0exzH0kU6GJ49g3atVkmjHC7Jxv8Z5gW800adHOYsx2tu0Z_zh6SB-24hU4N3h6RQVbtkV1rPq8fk-8APNoBjxrx06KiPfDosqYaeO9pBzuK6KIIO8q8d_CWVIPOHA6pBd0T8vXD0dnhJ6et3eEkwHmXDgyMVQDGIsm8LGTJJEhyFXo-9zhLgPMDK84mrlJB7npS5kwGuRRhPgmV8jjn0vOekmFVV9lzQlnEMcljhMU3_NR35YTJNMrCUEVSBmkyIqz7onHSJrbH-ipl_HdZjsjY3jM3aV1uvXoPBWWvnPrQJXdEeCe3uFvGDIY3a1pl0MQsbuB-DKCMGAKD6eojgo9IYO9sia4hsDHg-NZ-vOngEYMVwKk9WWX1Cp4kgGgDV4ig7WcGLra36LFAxwP0dwNI9gLMML95pirOdaZ5nNR3Q_fFnb7WS7Lb_-CvyHC5WGWvyf3kclk0i31yj8_EfvsL_QZOKPJN
linkProvider	Elsevier
openUrl	ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Why+children+differ+in+motivation+to+learn%3A+Insights+from+over+13%2C000+twins+from+6+countries&rft.jtitle=Personality+and+individual+differences&rft.au=Kovas%2C+Yulia&rft.au=Garon-Carrier%2C+Gabrielle&rft.au=Boivin%2C+Michel&rft.au=Petrill%2C+Stephen+A.&rft.date=2015-07-01&rft.issn=0191-8869&rft.volume=80&rft.spage=51&rft.epage=63&rft_id=info:doi/10.1016%2Fj.paid.2015.02.006&rft.externalDBID=n%2Fa&rft.externalDocID=10_1016_j_paid_2015_02_006
thumbnail_m	http://cvtisr.summon.serialssolutions.com/2.0.0/image/custom?url=https%3A%2F%2Fcdn.clinicalkey.com%2Fck-thumbnails%2F01918869%2FS0191886915X00043%2Fcov150h.gif