Predictors and outcomes of behavioral engagement in the context of text comprehension: when quantity means quality

Using a path analytic approach with a sample of Norwegian undergraduate readers, we investigated the effects of behavioral engagement on text comprehension as reflected in students’ post-reading written reports on the topic in question. Results indicated that the behavioral engagement components of...

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Veröffentlicht in:Reading & writing Jg. 35; H. 3; S. 687 - 711
Hauptverfasser: Bråten, Ivar, Latini, Natalia, Haverkamp, Ymkje E.
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Dordrecht Springer Netherlands 01.03.2022
Springer
Springer Nature B.V
Schlagworte:
Academic Achievement
Behavior
Cognition & reasoning
Cognitive-behavioral factors
Comprehension
Education
Foreign Countries
Heuristics
Individual differences
Intrinsic motivation
Knowledge
Language and Literature
Learner Engagement
Learning
Learning Activities
Linguistics
Literacy
Memory
Motivation
Neurology
Path Analysis
Prior knowledge
Prior Learning
Psycholinguistics
Reading
Reading Achievement
Reading Assignments
Reading Comprehension
Reading Motivation
Reading Research
Researchers
Self Motivation
Short Term Memory
Social Sciences
Student Behavior
Student Motivation
Student participation
Time
Time use
Topics
Undergraduate Students
Writing
Writing (Composition)
Norway
Text comprehension
Path analysis
Behavioral engagement
Individual differences
ISSN:0922-4777, 1573-0905
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Zusammenfassung:Using a path analytic approach with a sample of Norwegian undergraduate readers, we investigated the effects of behavioral engagement on text comprehension as reflected in students’ post-reading written reports on the topic in question. Results indicated that the behavioral engagement components of writing time and the length of the written responses had distinctive, unique effects on comprehension performance, and that behavioral engagement also mediated the effects of cognitive (prior knowledge, working memory) and motivational (intrinsic reading motivation) individual differences on comprehension performance. Prior knowledge about the topic affected comprehension performance directly as well as indirectly through behavioral engagement. The results highlight the importance of behavioral engagement in the context of written comprehension assessment, and both theoretical and educational implications of these results are discussed.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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ISSN:0922-4777
1573-0905
DOI:10.1007/s11145-021-10205-x