Emotions in Reading and Learning from Texts: Progress and Open Problems.
Reading texts can prompt intense emotions, and these emotions profoundly influence learning from texts. I first discuss the findings from the eight studies reported in this special issue. The studies represent pivotal advances in research on reading. Focusing on learning from science texts, they sho...
| Publicado en: | Discourse Processes Vol. 59; no. 1/2; pp. 116 - 126 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Jan/Feb2022
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=155632769&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 155632769 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 0163853X 7LQ jtl: Discourse Processes issn: 0163853X maglogo: N pubinfo: dt: Jan/Feb2022 vid: 59 iid: 1/2 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 155632769 10.1080/0163853X.2021.1938878 ppf: 116 ppct: 10 formats: tig: atl: Emotions in Reading and Learning from Texts: Progress and Open Problems. aug: au: Pekrun, Reinhard affil: Department of Psychology, University of Essex, Colchester, UK Institute for Positive Psychology and Education, Australian Catholic University, Sydney, Australia Department of Psychology, University of Munich, Munich, Germany su: Emotions Reading Attitude change (Psychology) Motivation (Psychology) sug: subj: Emotions Reading Attitude change (Psychology) Motivation (Psychology) ab: Reading texts can prompt intense emotions, and these emotions profoundly influence learning from texts. I first discuss the findings from the eight studies reported in this special issue. The studies represent pivotal advances in research on reading. Focusing on learning from science texts, they show that different emotions and different types of text influence reading in different ways. Furthermore, they document how the interplay of emotions, text features, and reading processes impacts knowledge acquisition, conceptual change, and attitude change. I then outline core directions for future research. We need to (a) expand current theories to adequately explain the multiple links between emotions, cognitive processes, and motivational processes during reading; (b) use causal designs to disentangle the cause-effect relations linking these processes to antecedents and outcomes, including reciprocal causation; (c) complement between-person designs with intra-individual analysis; (d) use dynamic measurement and multichannel indicators to capture emotional processes; and (e) investigate the generalizability of current findings across diverse groups of learners and sociocultural contexts. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2022 holdings: @attributes: islocal: N |
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