ERIC Number: EJ723918
Record Type: Journal
Publication Date: 2005-Oct
Reference Count: N/A
Students, Tasks and Emotions: Identifying the Contribution of Emotions to Students' Reading of Popular Culture and Popular Science Texts
Ainley, Mary; Corrigan, Matthew; Richardson, Nicholas
Learning and Instruction, v15 n5 p433-447 Oct 2005
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.
Descriptors: Early Adolescents, Popular Culture, Educational Psychology, Reading Comprehension, Psychological Patterns, Student Reaction, Emotional Response, Foreign Countries, Affective Behavior, Reader Text Relationship
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Australia