Comprehending Expository Texts: The Role of Cognitive and Motivational Factors

Autor/in	Tarchi, Christian
Titel	Comprehending Expository Texts: The Role of Cognitive and Motivational Factors
Quelle	In: Reading Psychology, 38 (2017) 2, S.154-181 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2016.1245229
Schlagwörter	Expository Writing; Secondary School Students; Prior Learning; Grade 7; Grade 8; Inferences; Metacognition; Reading Comprehension; Cognitive Ability; Cognitive Style; Reading Motivation; Reading Interests; History; Content Area Reading; Predictor Variables; Foreign Countries; Questionnaires; Likert Scales; Multiple Regression Analysis; Statistical Analysis; Italy + Suchen Sie Ihr Suchwort? Sekundarschüler; Vorkenntnisse; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Inference; Inferenz; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Leseverstehen; Denkfähigkeit; Cognitive styles; Kognitiver Stil; Lesemotivation; Leseinteresse; Geschichte; Geschichtsdarstellung; Sinnerfassendes Lesen; Prädiktor; Ausland; Fragebogen; Likert-Skala; Statistische Analyse; Italien
Abstract	This study explored the differential contribution of cognitive and motivational factors on the comprehension of an expository text in secondary school students. One hundred and fifty-five 7th and 8th grade students were assessed in prior knowledge, inferences, metacognition, reading motivation, topic interest, and reading comprehension of history text. According to the multiple regression analyses, inferences and self-efficacy uniquely contributed to reading comprehension. Intrinsic motivation moderated the association between metacognition and reading comprehension of a history text. These results confirm that the final outcome of reading comprehension greatly depends on a complex interplay between cognitive and motivational variables. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01