感知认知负荷与阅读乐趣在决定阅读成就方面的纠结

IF 2 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Yuyang Cai, Xiao Peng, Qianwen Ge
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引用次数: 0

摘要

学生如何看待阅读任务的难度可能会极大地影响他们的阅读过程和结果。这种对任务难度的感知是由阅读任务的客观特征和学生对阅读任务的情感反应决定的。从认知负荷理论的立场出发,本研究考察了学生对阅读任务难度的感知与阅读乐趣之间在决定阅读成就方面的相互作用。具体来说,我们研究了阅读乐趣对阅读任务感知难度和阅读成就之间关系的调节作用。我们使用了经合组织(OECD)2018 年国际学生成就计划的数据,这些数据来自 69 个经济体的 469194 名 15 岁学生(51% 为女生,M=15.79,SD=0.29)。带有潜在交互作用的多层次结构方程模型的结果表明:(a)感知认知负荷对阅读成就有负向预测作用;(b)阅读乐趣对感知认知负荷有负向预测作用,因而有利于阅读成就;(c)阅读乐趣恶化了感知内在负荷与阅读成就之间的负向关系。阅读乐趣似乎是阅读成就的一把双刃剑。这些结果对阅读材料设计和阅读教学有实际意义,对理解认知负荷的不同方面也有理论意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

The tango between perceived cognitive load and enjoyment of reading in determining reading achievement

The tango between perceived cognitive load and enjoyment of reading in determining reading achievement

How students perceive the difficulty of a reading task may significantly influence their reading process and outcome. This perception of task difficulty is determined by the objective features of a reading task and their affective responses toward it. From the stance of cognitive load theory, the current study examined the interaction between students’ perceived difficulty of reading tasks and enjoyment of reading in determining reading achievement. Specifically, we examined the moderation of reading enjoyment on the relationship between perceived difficulty of reading tasks and reading achievement. We used the OECD Programme for International Students Achievement 2018 data of 469,194 15-year-old students (51% girls, M = 15.79, SD = 0.29) from 69 economies. Results of multilevel structural equation modeling with latent interactions indicated that (a) perceived cognitive load negatively predicted reading achievement, (b) enjoyment of reading negatively predicted perceived cognitive load and therefore benefited reading achievement, and (c) enjoyment of reading deteriorated the negative relation between perceived intrinsic load and reading achievement. Reading enjoyment seemed to be a double-edged sword to reading achievement. These results have practical implications for reading materials design and reading instruction as well as theoretical implications for understanding different aspects of cognitive load.

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来源期刊
CiteScore
5.20
自引率
16.00%
发文量
0
期刊介绍: Reading and writing skills are fundamental to literacy. Consequently, the processes involved in reading and writing and the failure to acquire these skills, as well as the loss of once well-developed reading and writing abilities have been the targets of intense research activity involving professionals from a variety of disciplines, such as neuropsychology, cognitive psychology, psycholinguistics and education. The findings that have emanated from this research are most often written up in a lingua that is specific to the particular discipline involved, and are published in specialized journals. This generally leaves the expert in one area almost totally unaware of what may be taking place in any area other than their own. Reading and Writing cuts through this fog of jargon, breaking down the artificial boundaries between disciplines. The journal focuses on the interaction among various fields, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Reading and Writing publishes high-quality, scientific articles pertaining to the processes, acquisition, and loss of reading and writing skills. The journal fully represents the necessarily interdisciplinary nature of research in the field, focusing on the interaction among various disciplines, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Coverage in Reading and Writing includes models of reading, writing and spelling at all age levels; orthography and its relation to reading and writing; computer literacy; cross-cultural studies; and developmental and acquired disorders of reading and writing. It publishes research articles, critical reviews, theoretical papers, and case studies. Reading and Writing is one of the most highly cited journals in Education, Educational Research, and Educational Psychology.
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