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ERIC Number: EJ1003578
Record Type: Journal
Publication Date: 2013-Oct
Pages: 10
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0959-4752
Changes in Interest and Affect during a Difficult Reading Task: Relationships with Perceived Difficulty and Reading Fluency
Fulmer, Sara M.; Tulis, Maria
Learning and Instruction, v27 p11-20 Oct 2013
This study investigated changes in middle school students' interest and affect during a moderately difficult reading task. The aim was to explore how changes in interest (topic and situational) and affect were related to students' reading fluency throughout the task and perceived difficulty. Interest and affect were recorded at four time points: before reading, twice during reading, and after reading. Latent growth curve analysis showed that interest and affect had different patterns of decline during the task. The change in interest was predicted by perceived difficulty and reading fluency, whereas the change in affect was predicted only by perceived difficulty. Results of an autoregressive, cross-lagged path model indicated that reading fluency significantly predicted subsequent ratings of situational interest, and topic interest predicted fluency on the first section. These findings suggest that, in the context of moderate reading difficulty, perceived difficulty and reading fluency have divergent effects on different motivational outcomes. (Contains 6 figures and 1 table.)
Elsevier. 3251 Riverport Lane, Maryland Heights, MO 63043. Tel: 800-325-4177; Tel: 314-447-8000; Fax: 314-447-8033; e-mail: JournalCustomerService-usa@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A