Learning from Scientific Texts: Personalizing the Text Increases Transfer Performance and Task Involvement

Autor/inn/en	Dutke, Stephan; Grefe, Anna Christina; Leopold, Claudia
Titel	Learning from Scientific Texts: Personalizing the Text Increases Transfer Performance and Task Involvement
Quelle	In: European Journal of Psychology of Education, 31 (2016) 4, S.499-513 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-015-0281-6
Schlagwörter	High School Students; Science Instruction; Individualized Instruction; Hypothesis Testing; Science Achievement; Learning Motivation; Scientific Concepts; Human Body; Anatomy; Form Classes (Languages); Reading Comprehension; Transfer of Training; Science Tests; Instructional Materials; Study Habits; Reader Text Relationship + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Individualisierender Unterricht; Hypothesenprüfung; Hypothesentest; Motivation for studies; Lernmotivation; Menschlicher Körper; Anatomie; Analytischer Sprachbau; Leseverstehen; Training; Transfer; Ausbildung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Study behavior; Study behaviour; Studienverhalten
Abstract	In an experiment with 65 high-school students, we tested the hypothesis that personalizing learning materials would increase students' learning performance and motivation to study the learning materials. Students studied either a 915-word standard text on the anatomy and functionality of the human eye or a personalized version of the same text in which 60 definite articles (e.g., "the eye") were replaced with 60 second-person possessive pronouns (e.g., "your eye"). Afterwards, participants answered comprehension and transfer questions. One week later, the participants were asked to restudy the text and to answer the same questions again with the aim to improve their performance. In the personalized text condition, students showed higher transfer performance, spent more time on restudying the text, and reported being more motivated than students in the standard text condition. However, only duration of restudying (not self-reported motivation) mediated the effect of personalization on transfer performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01