Cognitive and Motivational Predictors of Narrative and Informational Text Comprehension
Cognitive and Motivational Predictors of Narrative and Informational Text Comprehension
复制标题
叙事和信息文本理解的认知和动机预测因素
DOI：
--
复制
发表时间：
2021
期刊：
影响因子：
--
通讯作者：
Meghan D. Liebfreund
中科院分区：
文献类型：
--
作者：
Meghan D. Liebfreund
摘要本研究采用回归分析的方法考察了认知能力（解码能力、词汇知识、先验知识）和内在动机（好奇心和投入）对叙事性和信息性文本理解的影响。参与者包括四年级和五年级的104名学生。结果表明，信息类文本的理解与词汇知识和内在动机（涉入）有关，而叙事类文本的理解与解码能力和内在动机（好奇心）有关。内在动机解释了每种文本类型理解的4%的方差，超出了其他认知研究变量。阅读理解能力--无论何种文本类型--都与内在动机有关。内在动机应该是研究和教学中的一个重点领域，并有广泛的文本来支持阅读理解。
Abstract The present study employed regression analyses to examine the influence of cognitive competencies (decoding ability, vocabulary knowledge, prior knowledge) and intrinsic motivation (curiosity and involvement) on the comprehension of narrative and informational texts. Participants included 104 students in grades four and five. Results showed informational text comprehension was predicted with vocabulary knowledge and intrinsic motivation (involvement) while narrative text comprehension was predicted with decoding ability and intrinsic motivation (curiosity). Intrinsic motivation explained about 4% of the variance in comprehension for each text type beyond the other cognitive study variables. Reading comprehension – regardless of text type – was predicted with intrinsic motivation. Intrinsic motivation should be an area of emphasis in both research and instruction with a wide range of texts to support reading comprehension.