nach oben

Educational Research for Policy and Practice

Erschienen in:

20.12.2019 | Original Article

The contribution of reading emotions to reading comprehension: the mediating effect of reading engagement using a structural equation modeling approach

verfasst von: Seyyedeh Mina Hamedi, Reza Pishghadam, Javad Salehi Fadardi

Erschienen in: Educational Research for Policy and Practice | Ausgabe 2/2020

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config

KI-gestützte Suche

Aus

Abstract

Given the fact that reading is considered as a crucial language skill through which the reader can interact with the author to obtain the required information for the higher communication and participation in the current literary society (Walker in Diagnostic teaching of reading: techniques for instruction and assessment, Merril, Columbus, 2000), the present study contributes to the important, yet, a small body of research on the impact of reading emotions and reading engagement on reading comprehension. In so doing, a sample of 220 Iranian English as a Foreign Language learners from different language institutes were requested to complete English Language Learners’ Reading Emotions Scale, English Language Learner’s Reading Engagement Inventory as well as taking three tests of reading comprehension. The findings disclosed the mediating role of reading engagement in the relation between reading emotions and reading comprehension. Moreover, the results revealed that reading emotions and reading engagement can significantly predict reading comprehension. In the end, to assist the policymakers and material developers in meeting the operational challenges of reforming the prevalent materials, the results and the implications of the study for research and educational practices are discussed.

Vorheriger Artikel Millennium development goals in Papua New Guinea: towards universal education

Nächster Artikel Assessing early writing: a six-factor model to inform assessment and teaching

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 340 Zeitschriften

aus folgenden Fachgebieten:

Bauwesen + Immobilien
Business IT + Informatik
Finance + Banking
Management + Führung
Marketing + Vertrieb
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Nur mit Berechtigung zugänglich

Alderson, J. C. (1984). Reading in a foreign language: A reading problem or a language problem? In J. C. Alderson & A. H. Urquhart (Eds.), Reading in a foreign language. London: Longman.

Alderson, J. C. (2000). Assessing reading. Cambridge: Cambridge University Press.

Alfassi, M. (2004). Reading to learn: Effects of combined strategy instruction on high school students. Journal of Educational Research,97(4), 171–184.

Al-Mahrooqi, R., & Roscoe, A. (Eds.). (2014). Focusing on EFL reading: Theory and practice. Cambridge: Cambridge Scholars Publishing.

Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin,103(3), 411–423.

Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools,45, 369–386.

Baker, J. A., Dilly, L. J., Aupperlee, J. L., & Patil, S. A. (2003). The developmental context of school satisfaction: Schools as psychologically healthy environments. School Psychology Quarterly,18, 206–221.

Bartlett, B., & Elliott, S. N. (2018). “Opportunity to read”: Student voice as a reading engagement enabler. In Empowering engagement (pp. 91–115). Springer, Cham.

Beck, I. L., & McKeown, M. G. (2001). Text talk: Capturing the benefits of read-aloud experiences for young children. The Reading Teacher,55(1), 10–20.

Blau, E. K. (1982). The effect of syntax on readability for ESL students in Puerto Rico. TESOL Quarterly,16(4), 517–528.

Bölkbas, F. (2013). The effect of reading strategies on reading comprehension in teaching Turkish as a foreign language. Educational Research and Reviews,8(21), 2147–2154.

Brown, T. A. (2015). Confirmatory factor analysis for applied research. New York: The Guilford Press.

Cambourne, B. (1995). Toward an educational relevant theory of literacy learning: Twenty years of inquiry. Reading Teacher,49(3), 182–190.

Carrell, P. L. (1989). Metacognitive awareness and second language reading. The Modern Language Journal,73(2), 121–134.

Casuso-Holgado, M. J., Cuesta-Vargas, A. I., Moreno-Morales, N., Labajos-Manzanares, M. T., Barón-López, F. J., & Vega-Cuesta, M. (2013). The association between academic engagement and achievement in health sciences students. BMC Medical Education,13, 33–40.

Chen, Z. X., Aryee, S., & Lee, C. (2005). Test of a mediation model of perceived organisational support. Journal of Vocational Behavior,66(3), 457–470.

Chen, P. S. D., Lambert, A. D., & Guidry, K. R. (2010). Engaging online learners: The impact of web-based learning technology on college student engagement. Computers & Education,54, 1222–1232.

Cheung, K. C., Mak, S. K., Sit, P. S., & Soh, K. C. (2016). A typology of student reading engagement: Preparing for response to intervention in the school curriculum. Studies in Educational Evaluation,48, 32–42.

Christenson, S. L., Reschly, A. L., & Wylie, C. (2012). Handbook of research on student engagement. New York: Springer.

Cipielewski, J., & Stanovich, K. E. (1992). Predicting growth in reading ability from children’s exposure to print. Journal of Experimental Child Psychology,54(1), 74–89.

Collins, D., & Collins, A. (2002). Advancing reading achievement: Becoming effective teachers of reading through collective study. Greensboro, NC: Regional Educational Laboratory at SERVE.

Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self system processes. In M. R. Gunnar & L. A. Sroufe (Eds.), Self-processes and development: Minnesota symposium on child psychology (Vol. 23, pp. 43–77). Chicago: University of Chicago Press.

Connelly, S. L., Hasher, L., & Zacks, R. T. (1991). Age and reading: The impact of distraction. Psychology and Aging,6(4), 533–541.

Csikszentmihalyi, M. (1975). Beyond boredom and anxiety. San Francisco: Jossey Bass.

Csikszentmihalyi, M. (1991). Thoughts on education. In D. Dickinson (Ed.), Creating the future: Perspectives on educational change (pp. 83–86). Aston Clinton: Accelerated Learning Systems.

Daniels, L. M., & Tze, V. M. C. (2014). How do teachers want their students to cope with boredom? ASCD Express, 9(8). Retrieved from: http://www.ascd.org/ascd-express/vol9/908-daniels.aspx.

Dewaele, J. M., & MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching,4(2), 237–274.

Elias, M. J. (1997). Promoting social and emotional learning: Guidelines for educators. Alexanderia: Ascd.

El-Kilabi, A. (2005). The place of reading comprehension in second language acquisition. In Proceedings of the fifth national ELT conference, pp. 198–207). Sultan Qaboos University, Muscat, 20–21, April 2005.

Finn, J. D. (1989). Withdrawing from school. Review of Educational Research,59(2), 117–142.

Finn, J. D., Pannozzo, G. M., & Voelkl, K. E. (1995). Disruptive and inattentive-withdrawn behavior and achievement among fourth graders. The Elementary School Journal,95, 421–454.

Finn, J. D., & Rock, D. A. (1997). Academic success among students at risk for school failure. Journal of Applied Psychology,82, 221–234.

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research,74(1), 59–109.

Fredricks, J. A., & McColskey, W. (2012). The measurement of student engagement: A comparative analysis of various methods and student self-report instruments. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on students engagement (pp. 763–782). New York: Springer.

Frenzel, A. C., Thrash, T. M., Pekrun, R., & Goetz, T. (2007). Achievement emotions in Germany and China: A cross-cultural validation of the Academic Emotions Questionnaire-Mathematics. Journal of Cross-Cultural Psychology,38(3), 302–309.

García-Madruga, J. A., Vila, J. O., Gómez-Veiga, I., Duque, G., & Elosúa, M. R. (2014). Executive processes, reading comprehension and academic achievement in 3th grade primary students. Learning and Individual Differences,35, 41–48.

Ghonsooly, B., & Hamedi, S. M. (2014). An investigation of the most flow inducing genres. International Journal of Research Studies in Education,4, 1–10.

Goetz, T., Frenzel, A. C., Pekrun, R., Hall, N. C., & Lüdtke, O. (2007). Between-and within-domain relations of students’ academic emotions. Journal of Educational Psychology,99(4), 715–733.

Goetz, T., Hall, N. C., Frenzel, A. C., & Pekrun, R. (2006a). A hierarchical conceptualization of enjoyment in students. Learning and Instruction,16(4), 323–338.

Goetz, T., Lüdtke, O., Nett, U. E., Keller, M., & Lipnevich, A. (2013). Characteristics of teaching and students’ emotions in the classroom: Investigating differences across domains. Contemporary Educational Psychology,38, 383–394.

Goetz, T., Pekrun, R., Hall, N. C., & Haag, L. (2006b). Academic emotions from a socio-cognitive perspective: Antecedents and domain specificity of students’ affect in the context of Latin instruction. British Journal of Educational Psychology,76, 279–308.

Grabe, W., & Jiang, X. (2018). First language and second language reading. In J. I. Liontas (Ed.), TESOL encyclopedia of ELT: Teaching reading. New York: Wiley-Blackwell.

Grabe, W., & Stoller, F. (2002). The nature of reading abilities. In W. Grabe & F. Stoller (Eds.), Teaching and researching reading (pp. 9–39). London: Pearson.

Green, M. C., & Brock, T. C. (2002). In the mind’s eye: Transportation-imagery model of narrative persuasion. In M. C. Green, J. J. Strange, & T. C. Brock (Eds.), Narrative impact: Social and cognitive foundations (pp. 315–341). Mahwah: Lawrence Erlbaum Associates Publishers.

Guthrie, R. V. (2004). Even the rat was white: A historical view of psychology (2nd ed.). Upper Saddle River: Pearson Education.

Guthrie, J. T., Van Meter, P., Hancock, G. R., Alao, S., Anderson, E., & McCann, A. (1998). Does concept-oriented reading instruction increase strategy use and conceptual learning from text? Journal of Educational Psychology,90(2), 261–278.

Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (pp. 403–422). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.

Guthrie, J. T., Wigfield, A., & Perencevich, K. C. (Eds.). (2004). Motivating reading comprehension: Concept-oriented reading instruction. Mahwah, NJ: Erlbaum.

Guthrie, J. T., Wigfield, A., & You, W. (2012). Instructional contexts for engagement. In S. L. Christenson, A. L. Reschley, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 601–634). New York: Springer.

Hair, J., Black, W., Babin, B., & Anderson, R. (2010). Multivariate data analysis (7th ed.). Upper Saddle River, NJ: Prentice-Hall, Inc.

Hamilton, J. A. (1983). Development of interest and enjoyment in adolescence. Part II. Boredom and Psychopathology. Journal of Youth and Adolescence,12, 363–372.

Hoyle, R. H., & Panter, A. T. (1995). Writing about structural equation models. In R. H. Hoyle (Ed.), Structural equation modeling: Concepts, issues, and applications (pp. 158–176). Thousand Oaks, CA.

Hyland, K., & Jiang, F. K. (2016). “We must conclude that…”: A diachronic study of academic engagement. Journal of English for Academic Purposes,24, 29–42.

Joreskog, K., & Sorebom, D. (1996). LISREL8: Structural equation modeling with the SIMPLIS command language. Hillsdale, NJ: Lawrence Erlbaum.

Keenan, J. M., Betjemann, R. S., & Olson, R. K. (2008). Reading comprehension tests vary in the skills they assess: Differential dependence on decoding and oral comprehension. Scientific Studies of Reading,12, 281–300.

Kendeou, P., & Van Den Broek, P. (2007). The effects of prior knowledge and text structure on comprehension processes during reading of scientific texts. Memory & Cognition,35(7), 1567–1577.

Kline, R. B. (2005). Principles and practice of structural equation modeling. New York: Guilford.

Kline, R. B. (2011). Convergence of structural equation modeling and multilevel modeling. In M. Williams & W. P. Vogt (Eds.), Handbook of methodological innovation in social research methods (pp. 562–589). London: Sage.

Kljajic, K., Gaudreau, P., & Franche, V. (2017). An investigation of the 2 × 2 model of perfectionism with burnout, engagement, self-regulation, and academic achievement. Learning and Individual Differences,57, 103–113.

Kunnan, A. J. (1998). An introduction to structural equation modelling for language assessment research. Language Testing,15(3), 295–332.

Larson, R. W. (1990). Emotions and the creative process; Anxiety, boredom, and enjoyment as predictors of creative writing. Imagination, Cognition and Personality,9(4), 275–292.

Lee, S. K. (2009). Topic congruence and topic interest: How do they affect second language reading comprehension? Reading in a Foreign Language,21(2), 159–178.

Li, Y., & Lerner, R. M. (2013). Interrelations of behavioral, emotional, and cognitive school engagement in high school students. Journal of Youth and Adolescence,42(1), 20–32.

Lichtenfeld, S., Pekrun, R., Stupnisky, R. H., Reiss, K., & Murayama, K. (2012). Measuring students’ emotions in the early years: The Achievement Emotions Questionnaire-Elementary School (AEQ-ES). Learning and Individual Differences,22(2), 190–201.

Linnenbrink-Garcia, L., & Pekrun, R. (2011). Students’ emotions and academic engagement: Introduction to the special issue. Contemporary Educational Psychology,36(1), 1–3.

MacCallum, R. C., Browne, M. W., & Sugawara, H. M. (1996). Power analysis and determination of sample size for covariance structure modeling. Psychological Methods,1, 130–149.

Macklem, G. L. (2015). Boredom in the classroom: Addressing student motivation, self-regulation, and engagement in learning (Vol. 1). New York: Springer.

Maloney, E. A., Risko, E. F., Ansari, D., & Fugelsang, J. (2010). Mathematics anxiety affects counting but not subitizing during visual enumeration. Cognition,114(2), 293–297.

Massimini, F., & Carli, M. (1998). The systematic assessment of flow in daily experience. In M. Csikszentmihalyi & I. S. Csikszentmihalyi (Eds.), Optimal experience: Psychological studies of flow in consciousness (pp. 288–306). New York: Cambridge University Press.

Massimini, F., Csikszentmihalyi, M., & Carli, M. (1987). The monitoring of optimal experience: A tool for psychiatric rehabilitation. Journal of Nervous and Mental Disease,175(9), 545–549.

Massimini, F., Csikszentmihalyi, M., & DelleFave, A. (1988). Flow and bicultural evolution. In M. Csikszentmihalyi & I. S. Csikszentmihalyi (Eds.), Optimal experience: Psychological studies of flow in consciousness (pp. 342–363). New York: Cambridge University Press.

Massimini, F., & DelleFave, A. (2000). Individual development in a bio-cultural perspective. American Psychologist,55, 24–33.

McKay, J. (2002). The magazines handbook. London: Routledge.

McQuillan, J., & Conde, G. (1998). The conditions of flow in reading: Two studies of optimal experience. Reading Psychology: An International Quarterly,17, 109–135.

Meece, J., Blumenfeld, P. C., & Hoyle, R. H. (1988). Students’ goal orientation and cognitive engagement in classroom activities. Journal of Educational Psychology,80, 514–523.

Melby-Lervag, M., & Larvag, A. (2014). Effects of educational interventions targeting reading comprehension and underlying components. Child Development Perspectives,8, 96–100.

Mol, S. E., & Bus, A. G. (2011). To read or not to read: A meta-analysis of print exposure from infancy to early adulthood. Psychological Bulletin,137(2), 267–296.

Mol, S. E., & Jolles, J. (2014). Reading enjoyment amongst non-leisure readers can affect achievement in secondary school. Frontiers in Psychology,5(1214), 1–10.

Nett, U. E., Goetz, T., & Hall, N. C. (2011). Coping with boredom in school: An experience sampling perspective. Contemporary Educational Psychology,36(1), 49–59.

Oatley, K. (2012). The passionate muse: Exploring emotion in stories. Oxford: Oxford University Press.

Olafson, K. M., & Ferraro, F. R. (2001). Effects of emotional state on lexical decision performance. Brain and Cognition,45(1), 15–20.

Parameswaran, R., & Yaprak, A. (1987). A cross-national comparison of consumer research measures. Journal of International Business Studies,18(1), 35–49.

Peixoto, F., Mata, L., Monteiro, V., Sanches, C., & Pekrun, R. (2015). The Achievement Emotions Questionnaire: Validation for pre-adolescent students. European Journal of Developmental Psychology,12(4), 472–481.

Pekrun, R. (1992). The impact of emotions on learning and achievement: Towards a theory of cognitive/motivational mediators. Applied Psychology: An International Review,41, 359–376.

Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review,18(4), 315–341.

Pekrun, R., Elliot, A. J., & Maier, M. A. (2006). Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of Educational Psychology,98(3), 583–597.

Pekrun, R., Elliot, A. J., & Maier, M. A. (2009). Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance. Journal of Educational Psychology,101(1), 115–135.

Pekrun, R., Frenzel, A. C., Goetz, T., & Perry, R. P. (2007). The control-value theory of achievement emotions: An integrative approach to emotions in education. In P. A. Schutz & R. Pekrun (Eds.), Educational psychology series: Emotion in education (pp. 13–36). San Diego, CA: Elsevier Academic Press.

Pekrun, R., Goetz, T., Daniels, L. M., Stupnisky, R. H., & Perry, R. P. (2010). Boredom in achievement settings: Exploring control-value antecedents and performance outcomes of a neglected emotion. Journal of Educational Psychology,102(3), 531–549.

Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology,36(1), 36–48.

Pekrun, R., Göetz, T., & Perry, R. P. (2005). Achievement Emotions Questionnaire (AEQ). User’s manual. Unpublished Manuscript, University of Munich, Munich.

Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist,37(2), 91–105.

Pekrun, R., Lichtenfeld, S., Marsh, H. W., Murayama, K., & Goetz, T. (2017). Achievement emotions and academic performance: Longitudinal models of reciprocal effects. Child Development,88(5), 1653–1670.

Pekrun, R., & Linnenbrink-Garcia, L. (2012). Academic emotions and student engagement. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 259–282). New York: Springer.

Pishghadam, R., Adamson, B., & Shayesteh, S. (2013). Emotion-based language instruction (EBLI) as a new perspective in bilingual education. Multilingual Education,3(9), 1–16.

Pishghadam, R., Rahmani, S., & Shayesteh, S. (2017). Compartmentalizing culture teaching strategies under an emotioncy-based model. Kasetsart Journal of Social Sciences,38, 359–367.

Pishghadam, R., & Shayesteh, S. (2016). Contextualization-emotionalization interface: A case of teacher effectiveness. International and Multidisciplinary Journal of Social Sciences Rimcis,5, 97–127.

Pishghadam, R., & Shayesteh, S. (2017). Emo-sensory expression at the crossroads of emotion, sense, and language: A case of color-emotion associations. International Journal of Society, Culture & Language,5(2), 15–25.

Pishghadam, R., Zabetipour, M., & Aminzade, A. (2016). Examining emotions in English language learning classes: A case of EFL emotions. Issues in Educational Research,26(3), 508–527.

Ponz, A., Montant, M., Liegeois-Chauvel, C., Silva, C., Braun, M., Jacobs, A. M., et al. (2013). Emotion processing in words: A test of the neural re-use hypothesis using surface and intracranial EEG. Social Cognitive and Affective Neuroscience,9(5), 619–627.

Preckel, F., Götz, T., & Frenzel, A. (2010). Ability grouping of gifted students: Effects on academic self-concept and boredom. British Journal of Educational Psychology,80(3), 451–472.

Pressley, M. (2002). Metacognition and self-regulated comprehension. What Research Has to Say About Reading Instruction,3, 291–309.

Price-Mohr, R., & Price, C. (2017). Gender differences in early reading strategies: A comparison of synthetic phonics only with a mixed approach to teaching reading to 4–5 year-old children. Early Childhood Education Journal,45(5), 613–620.

Proctor, C. P., Daley, S., Louick, R., Leider, C. M., & Gardner, G. L. (2014). How motivation and engagement predict reading comprehension among native English-speaking and English-learning middle school students with disabilities in a remedial reading curriculum. Learning and Individual Differences,36, 76–83.

Prussia, G. E., & Kinicki, A. J. (1996). A motivational investigation of group effectiveness using social-cognitive theory. Journal of Applied Psychology,81(2), 187–198.

Rapp, D. N., & Kendeou, P. (2007). Revising what readers know: Updating text representations during narrative comprehension. Memory & Cognition,35(8), 2019–2032.

Rathnude, K. (2003). A comparison of Montessori and traditional middle schools: Motivation, quality of experience and social context. The NAMTA Journal,28(3), 13–41.

Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: A systematic review and meta-analysis. Psychological Bulletin,138, 353–387.

Sadoski, M., & Paivio, A. (2001). Imagery and text: A dual coding theory of reading and writing. Mahwah, NJ: Lawrence Erlbaum Associates.

Saito, Y., Garza, T. J., & Horwitz, E. K. (1999). Foreign language reading anxiety. The Modern Language Journal,83(2), 202–218.

Salanova, M., Schaufeli, W., Martínez, I., & Bresó, E. (2010). How obstacles and facilitators predict academic performance: The mediating role of study burnout and engagement. Anxiety Stress and Coping,23, 53–70.

Salmela-Aro, K., & Upadaya, K. (2012). The Schoolwork Engagement Inventory: Energy, dedication, and absorption (EDA). European Journal of Psychological Assessment,28(1), 60–67.

Saslow, J., & Ascher, A. (2006a). Top notch 1: English for today’s world. White Plains, NY: Pearson/Longman.

Saslow, J., & Ascher, A. (2006b). Top notch 2: English for today’s world. White Plains, NY: Pearson/Longman.

Satorra, A., & Bentler, E. M. (1994). Corrections to test statistics and standard errors in covariance structure analysis. In A. von Eye & C. C. Clogg (Eds.), Latent variables analysis: Applications for developmental research (pp. 399–419). Thousand Oaks, CA: Sage.

Schaufeli, W. B., Martínez, I., Marques-Pinto, A., Salanova, M., & Bakker, A. B. (2002). Burnout and engagement in university students: A cross national study. Journal of Cross-Cultural Psychology,33, 464–481.

Schoor, C. (2016). Utility of reading—Predictor of reading achievement? Learning and Individual Differences,45, 151–158.

Schutz, P. A., & Pekrun, R. (2007). Introduction to emotion in education. In P. Schutz & R. Pekrun (Eds.), Eemotion in education (pp. 3–10). San Diego, CA: Elsevier Academic Press.

Scott, E. J., & Walczak, S. (2009). Cognitive engagement with a multimedia ERP tool: Assessing computer self-efficacy and technology acceptance. Information & Management,46, 221–232.

Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist,55(1), 5–14.

Sellers, V. D. (1998). On the relationship between anxiety and reading in Spanish as a foreign language. Unpublished doctoral dissertation, The Pennsylvania State University.

Shahian, L., Pishghadam, R., & Khajavy, H. (2017). Flow and reading comprehension: Testing the mediating role of emotioncy. Issues in Educational Research,27, 527–549.

Shukor, N. A., Tasir, Z., Van der Meijden, H., & Harun, J. (2014). A predictive model to evaluate students’ cognitive engagement in online learning. Procedia-Social and Behavioral Sciences,116, 4844–4853.

Singh, J. P. (2010). United nations educational, scientific, and cultural organization (UNESCO): Creating norms for a complex world. London: Routledge.

Spearritt, D. (1972). Identification of sub-skills of reading comprehension by maximum likelihood factor analysis. ETS Research Bulletin Series,1972(1), i-24.

Sweet, A. P., & Snow, C. E. (2003). Rethinking reading comprehension (Solving problems in the teaching of literacy). New York: Guilford Publications.

Taboada, A., Tonks, S. M., Wigfield, A., & Guthrie, J. T. (2013). Effects of motivational and cognitive variables on reading comprehension. In D. E. Alvermann, N. J. Unrau, & R. B. Ruddell (Eds.), Theoretical models and processes of reading (6th ed.). Newark, DE: International Reading Association.

Valiente, C., Swanson, J., & Eisenberg, N. (2012). Linking students’ emotions and academic achievement: When and why emotions matter. Child Development Perspectives,6(2), 129–135.

Villavicencio, F. T., & Bernardo, A. B. (2013). Positive academic emotions moderate the relationship between self-regulation and academic achievement. British Journal of Educational Psychology,83(2), 329–340.

Voelkl, K. E. (1997). Identification with school. American Journal of Education,105, 204–319.

Walker, J. B. (2000). Diagnostic teaching of reading: Techniques for instruction and assessment. Columbus, OH: Merril.

Wang, M. T., Fredricks, J. A., Ye, F., Hofkens, T. L., & Linn, J. S. (2016). The Math and Science Engagement Scales: Scale development, validation, and psychometric properties. Learning and Instruction,43, 16–26.

Wigfield, A., Eccles, J. S., Schiefele, U., Roeser, R. W., & Davis-Kean, P. (2006). Development of Achievement Motivation. In N. Eisenberg, W. Damon, & R. M. Lerner (Eds.), Handbook of child psychology: Social, emotional, and personality development (pp. 933–1002). Hoboken, NJ: Wiley.

Wigfield, A., & Guthrie, J. T. (1997). Relations of children’s motivation for reading to the amount and breadth or their reading. Journal of Educational Psychology,89(3), 420–432.

Wigfield, A., & Guthrie, J. T. (2010). The impact of Concept-Oriented Reading Instruction on students’ reading motivation, reading engagement, and reading comprehension. In J. L. Meece & J. S. Eccles (Eds.), Handbook of research on schools, schooling, and human development (pp. 463–477). Mahwah, NJ: Erlbaum.

Wigfield, A., Guthrie, J. T., & McGough, K. (1996). A questionnaire measure of children’s motivations for reading (Instructional Resource 22). Athens, GA: National Reading Research Center, University of Georgia and University of Maryland.

Zeidner, M. (2007). Test anxiety in educational contexts: Concepts, findings, and future directions. In P. A. Schutz & R. Pekrun (Eds.), Educational psychology series: Emotion in education (pp. 165–184). San Diego, CA: Elsevier Academic Press.

Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist,25(1), 3–17.

Titel: The contribution of reading emotions to reading comprehension: the mediating effect of reading engagement using a structural equation modeling approach
verfasst von: Seyyedeh Mina Hamedi
Reza Pishghadam
Javad Salehi Fadardi
Publikationsdatum: 20.12.2019
Verlag: Springer Singapore
Erschienen in: Educational Research for Policy and Practice / Ausgabe 2/2020
Print ISSN: 1570-2081
Elektronische ISSN: 1573-1723
DOI: https://doi.org/10.1007/s10671-019-09256-3

Springer Professional

Abstract

Bitte loggen Sie sich ein, um Zugang zu Ihrer Lizenz zu erhalten.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Wirtschaft"

Weitere Artikel der Ausgabe 2/2020

Millennium development goals in Papua New Guinea: towards universal education

Assessing early writing: a six-factor model to inform assessment and teaching

Structured mentoring: Principles for effective mentoring

The technical efficiency performance of the higher education systems based on data envelopment analysis with an illustration for the Spanish case

Developing a persuasive writing model for secondary school

Constraints to developing learner autonomy in Pakistan: university lecturers’ perspectives