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ERIC Number: EJ1120664
Record Type: Journal
Publication Date: 2017
Pages: 28
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0270-2711
Comprehending Expository Texts: The Role of Cognitive and Motivational Factors
Tarchi, Christian
Reading Psychology, v38 n2 p154-181 2017
This study explored the differential contribution of cognitive and motivational factors on the comprehension of an expository text in secondary school students. One hundred and fifty-five 7th and 8th grade students were assessed in prior knowledge, inferences, metacognition, reading motivation, topic interest, and reading comprehension of history text. According to the multiple regression analyses, inferences and self-efficacy uniquely contributed to reading comprehension. Intrinsic motivation moderated the association between metacognition and reading comprehension of a history text. These results confirm that the final outcome of reading comprehension greatly depends on a complex interplay between cognitive and motivational variables.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Grade 7; Junior High Schools; Middle Schools; Elementary Education; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Italy