学习者阅读相关的希望或绝望及复习指导对语篇理解和元理解的影响

IF 1.5 4区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL
Anja Prinz-Weiß, Sarah Schiffer, Mailine Strohmaier
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引用次数: 2

摘要

摘要:通过对62名大学生的实验研究,我们考察了他们在阅读过程中所经历的希望或绝望在多大程度上影响了他们的理解,以及他们预测和预测的大小和准确性。此外,我们还调查了情绪状态的影响是否会随着明确指出情绪作为判断线索的有限有效性的提示而变化。结果表明,学生们利用他们所经历的希望或绝望来做出预测和预测。这种效果并不取决于他们是否接受了救援或控制指令。然而,当学生接受控制指导时,更大的绝望会损害理解能力,而救助指导则不是这种情况。最后,教学类型对情绪状态对预测和定位准确性的影响没有调节作用。然而,在定位准确性方面,接受救援指导的学生更准确。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Influence of Learners’ Reading-Related Hope or Hopelessness and Recue Instructions on Text Comprehension and Metacomprehension
Abstract: In this experimental study with 62 university students, we examined to what extent the hope or hopelessness they experience during reading a text affect their comprehension as well as the magnitude and accuracy of their predictions and postdictions. Moreover, we investigated whether the impact of the emotional state varies with a recue instruction that explicitly indicates the limited validity of emotions as judgment cues. The results showed that the students used their experienced hope or hopelessness to make predictions and postdictions. This effect did not differ depending on whether they had received the recue or a control instruction. However, when students received the control instruction, greater hopelessness impaired comprehension, whereas this was not the case with the recue instruction. Finally, the instruction type did not play a moderating role in the influence of the emotional state on prediction and postdiction accuracy. Yet, concerning postdiction accuracy, students who received the recue instruction were more accurate.
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来源期刊
CiteScore
2.10
自引率
0.00%
发文量
12
期刊介绍: Organ der Deutschen Gesellschaft für Psychologie (DGPs) und der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie
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