Comprehending and Recalling from Text: The Role of Motivational and Cognitive Factors

Autor/in	Tarchi, Christian
Titel	Comprehending and Recalling from Text: The Role of Motivational and Cognitive Factors
Quelle	In: Issues in Educational Research, 27 (2017) 3, S.600-619 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1837-6290
Schlagwörter	Reading Comprehension; Middle School Students; Grade 7; Reading Tests; Inferences; Recall (Psychology); Prior Learning; Reading Motivation; Student Interests; Metacognition; Multivariate Analysis; Thinking Skills; Foreign Countries; Italy + Suchen Sie Ihr Suchwort? Leseverstehen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 07; 7. Schuljahr; Schuljahr 07; Lesetest; Inference; Inferenz; Abberufung; Vorkenntnisse; Lesemotivation; Studieninteresse; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Multivariate Analyse; Denkfähigkeit; Ausland; Italien
Abstract	The relative contribution of motivational and cognitive factors to reading comprehension might depend on how reading comprehension is measured. The participants in this study were 146 students attending grade 7. Students' reading comprehension of a history text was assessed through three measures, literal comprehension, inferential comprehension, and free recall. Students' prior knowledge, reading motivation, topic interest, inference-making skills, and metacognition were also assessed. According to the multivariate general linear model, the set of motivational and cognitive variables explained students' performance in inferential comprehension and free recall, but not in literal comprehension. Moreover, topic interest moderated the association between inference-making skills and free recall. Results underlined the importance of the interplay between motivational and cognitive factors in contributing to students' deep processing of the text, but also emphasised that reading measures might not tap the same array of processes. While literal comprehension happens without the direct involvement of the cognitive-motivational variables measured in this study, believing in one own's ability in reading was associated to deep processing of the text, and free recall required the involvement of both, cognitive and motivational variables. (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01