The influence of learners' reading-related hope or hopelessness and recue instructions on text comprehension and metacomprehension.

Autor/inn/en	Prinz-Weiß, Anja; Schiffer, Sarah; Strohmaier, Mailine
Titel	The influence of learners' reading-related hope or hopelessness and recue instructions on text comprehension and metacomprehension. Gefälligkeitsübersetzung: Der Einfluss von lesebezogener Hoffnung oder Hoffnungslosigkeit und Recue-Instruktionen auf das Textverständnis und Metaverständnis.
Quelle	In: Zeitschrift für Entwicklungspsychologie und pädagogische Psychologie, 55 (2023) 2-3, S. 110-122Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0049-8637; 2190-6262
DOI	10.1026/0049-8637/a000275
Schlagwörter	Attribution; Emotion; Metakognition; Pessimismus; Reiz; Selbsteinschätzung; Hoffnung; Pessimismus; Student; Attribution; Selbsteinschätzung; Leseverstehen; Metakognition; Reiz; Lehrmethode; Leseverstehen; Hoffnung; Bachelor-Studiengang; Student
Abstract	In this experimental study with 62 university students, we examined to what extent the hope or hopelessness they experience during reading a text affect their comprehension as well as the magnitude and accuracy of their predictions and postdictions. Moreover, we investigated whether the impact of the emotional state varies with a recue instruction that explicitly indicates the limited validity of emotions as judgment cues. The results showed that the students used their experienced hope or hopelessness to make predictions and postdictions. This effect did not differ depending on whether they had received the recue or a control instruction. However, when students received the control instruction, greater hopelessness impaired comprehension, whereas this was not the case with the recue instruction. Finally, the instruction type did not play a moderating role in the influence of the emotional state on prediction and postdiction accuracy. Yet, concerning postdiction accuracy, students who received the recue instruction were more accurate. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2023/1