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Changes in interest and affect during a difficult reading task: Relationships with perceived difficulty and reading fluency
ARTICLE

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Learning and Instruction Volume 27, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

This study investigated changes in middle school students' interest and affect during a moderately difficult reading task. The aim was to explore how changes in interest (topic and situational) and affect were related to students' reading fluency throughout the task and perceived difficulty. Interest and affect were recorded at four time points: before reading, twice during reading, and after reading. Latent growth curve analysis showed that interest and affect had different patterns of decline during the task. The change in interest was predicted by perceived difficulty and reading fluency, whereas the change in affect was predicted only by perceived difficulty. Results of an autoregressive, cross-lagged path model indicated that reading fluency significantly predicted subsequent ratings of situational interest, and topic interest predicted fluency on the first section. These findings suggest that, in the context of moderate reading difficulty, perceived difficulty and reading fluency have divergent effects on different motivational outcomes.

Citation

Fulmer, S.M. & Tulis, M. (2013). Changes in interest and affect during a difficult reading task: Relationships with perceived difficulty and reading fluency. Learning and Instruction, 27(1), 11-20. Elsevier Ltd. Retrieved February 28, 2020 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2013.02.001

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