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
Access
Open Access
Creators
  1. Alexandra List
Keyword
  1. Multiple texts
  2. Comprehension
  3. Integration
  4. Individual differences
License In Copyright (Rights Reserved)
Work Type Article
Publisher
  1. Reading Research Quarterly
Publication Date October 16, 2020
Publisher Identifier (DOI)
  1. https://doi.org/10.1002/rrq.361
Deposited March 12, 2024

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Version 1
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  • Added List.2023._Investigating_the_Cognitive_Affective_Engagement_Model_of_Learning_From_Multiple_Texts-_A_Structural_Equation_Modeling_Approach.pdf
  • Added Creator Alexandra List
  • Published
  • Updated Keyword, Publication Date Show Changes
    Keyword
    • Multiple texts, Comprehension, Integration, Individual differences
    Publication Date
    • 2020-01-01
    • 2020-10-16
  • Updated