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AutorenAinley, Mary; Corrigan, Matthew; Richardson, Nicholas
TitelStudents, Tasks and Emotions: Identifying the Contribution of Emotions to Students' Reading of Popular Culture and Popular Science Texts
QuelleIn: Learning and Instruction, 15 (2005) 5, S.433-447 (15 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0959-4752
DOI10.1016/j.learninstruc.2005.07.011
SchlagwörterEarly Adolescents; Popular Culture; Educational Psychology; Reading Comprehension; Psychological Patterns; Student Reaction; Emotional Response; Foreign Countries; Affective Behavior; Reader Text Relationship; Australia
AbstractIn this investigation young adolescent students (N=181) engaged in an interactive computer reading task. The aim was to explore sequences of students' affective responses to expository texts by identifying their character, intensity and their relationship with further text processing. Affective responses were measured using probes consisting of face icons and were recorded immediately prior to students' choices about whether to continue reading. Emotions reported and their intensity influenced further reading of the texts. Findings support a model linking topic interest, affect and persistence [Ainley, M., Hidi, S., & Berndorff, D. (2002). Interest, learning, and the psychological processes that mediate their relationship. "Journal of Educational Psychology," 94(3), 545-561] and demonstrate the role of interest in the motivation of text processing. (Author).
AnmerkungenElsevier Customer Service Department, 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126 (Toll Free); Fax: 407-363-1354; e-mail: usjcs@elsevier.com.
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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