Students, tasks and emotions: Identifying the contribution of emotions to students' reading of popular culture and popular science texts

被引：115

作者：

Ainley, M ^{[1
]}

Corrigan, M ^{[1
]}

Richardson, N ^{[1
]}

机构：

[1] Univ Melbourne, Dept Psychol, Melbourne, Vic 3010, Australia

来源：

LEARNING AND INSTRUCTION | 2005年 / 15卷 / 05期

关键词：

D O I：

10.1016/j.learninstruc.2005.07.011

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

In 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. (c) 2005 Elsevier Ltd. All rights reserved.

引用

页码：433 / 447

页数：15

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