Investigating the Cognitive Affective Engagement Model of Learning From Multiple Texts: A Structural Equation Modeling Approach
Given limited work modeling the role of individual difference factors and processing variables in students’ learning from multiple texts, the author evaluates such a model. In particular, the model analyzed examines the relation between cognitive (i.e., habits with regard to information evaluation) and affective (i.e., interest) individual difference factors and multiple-text outcomes (i.e., integrated mental model development and intertext model development, as facets of multiple-text integration), as mediated by students’ processing of multiple texts (i.e., time on texts, engagement in cross-textual elaboration). Interest and time devoted to text access were found to have a direct effect on integrated mental model formation, whereas time and students’ engagement in cross-textual elaboration had a direct effect on intertext model development. Additionally, time on texts mediated the relation between both individual difference factors and the integration-related outcomes examined. Implications for theory development and research on learning from multiple texts are discussed.
This is the peer reviewed version of the following article: [Investigating the Cognitive Affective Engagement Model of Learning From Multiple Texts: A Structural Equation Modeling Approach. Reading Research Quarterly 56, 4 p781-817 (2020)], which has been published in final form at https://doi.org/10.1002/rrq.361. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions: https://authorservices.wiley.com/author-resources/Journal-Authors/licensing/self-archiving.html#3.
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Work Title | Investigating the Cognitive Affective Engagement Model of Learning From Multiple Texts: A Structural Equation Modeling Approach |
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License | In Copyright (Rights Reserved) |
Work Type | Article |
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Publication Date | October 16, 2020 |
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Deposited | March 12, 2024 |
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