期刊
LEARNING AND INSTRUCTION
卷 30, 期 -, 页码 9-24出版社
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.learninstruc.2013.11.002
关键词
Multiple-text comprehension; Text processing; Individual differences; Path analysis
The purpose of this study was to test a hypothesized model that specified direct and indirect linkages between the individual difference variables of epistemic beliefs, need for cognition, individual interest, and prior knowledge, the processing variables of effort, deeper-level strategies, and situational interest, and multiple-text comprehension. Using a path analysis approach with a sample of 279 Norwegian upper secondary school students, results indicated that students' effort and deeper-level strategies predicted their multiple-text comprehension, with the individual difference variables indirectly affecting multiple-text comprehension through their influence on effortful, adaptive multiple-text processing. In addition, students' prior knowledge about the topic of the texts seemed to affect their multiple-text comprehension directly as well as indirectly. Both theoretical and educational implications of the results are discussed. (C) 2013 Elsevier Ltd. All rights reserved.
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