Literaturnachweis - Detailanzeige
| Autor/inn/en | List, Alexandra; Alexander, Patricia A. |
|---|---|
| Titel | Cognitive Affective Engagement Model of Multiple Source Use |
| Quelle | In: Educational Psychologist, 52 (2017) 3, S.182-199 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0046-1520 |
| DOI | 10.1080/00461520.2017.1329014 |
| Schlagwörter | Models; Cognitive Processes; Affective Behavior; Reading Interests; Reading Habits; Information Sources; Cognitive Style; Learner Engagement; Task Analysis; Attribution Theory; Use Studies; Information Utilization |
| Abstract | This article introduces the cognitive affective engagement model (CAEM) of multiple source use. The CAEM is presented as a way of unifying cognitive and behaviorally focused models of multiple text engagement with research on the role of affective factors (e.g., interest) in text processing. The CAEM proposes that students' engagement with multiple texts may be explained by the "default stance" toward task completion they adopt. Students' default stances are defined according to two dimensions: their level of "affective engagement" with the topic of the task and their habits with regard to "text evaluation". Default stances are used to explain a host of multiple text use behaviors, such as text selection, duration of text access, and document information access, and performance outcomes, including text recall and integration. Directions for future research on the CAEM are proposed. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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