Advertisement

Reading and Writing

, Volume 32, Issue 2, pp 307–333 | Cite as

Examining interest throughout multiple text use

  • Alexandra ListEmail author
  • Lori A. Stephens
  • Patricia A. Alexander
Article

Abstract

Prior work has examined the role of interest in students’ single text processing and comprehension, but interest has been under-examined within the context of multiple text use. This study examines two forms of interest, individual interest and situational interest, in the context of students’ completion of a multiple text task. Time on texts and the number of texts students accessed were examined in association with both forms of interest and as mediators of the relation between situational interest and task performance. Situational interest, but not individual interest, was found to be associated with time devoted to text use, a measure of persistence or engagement during task completion. Prior knowledge, situational interest, number of texts used, and time on texts were found to predict performance on a multiple text task. Additionally, qualitative data determined how students explained interest as arising during multiple text task completion. Directions for future research and implications for instruction are introduced.

Keywords

Interest Situational interest Individual interest Multiple text use Multiple text comprehension Motivation 

References

  1. Ainley, M., Hidi, S., & Berndorff, D. (1999). Situational and individual interest in cognitive and affective aspects of learning. Paper presented at the American educational research association meetings, Montreal, Quebec, Canada.Google Scholar
  2. Ainley, M., Hidi, S., & Berndorff, D. (2002a). Interest, learning, and the psychological processes that mediate their relationship. Journal of Educational Psychology, 94(3), 545–561.Google Scholar
  3. Ainley, M., Hillman, K., & Hidi, S. (2002b). Gender and interest processes in response to literary texts: Situational and individual interest. Learning and Instruction, 12(4), 411–428.Google Scholar
  4. Alexander, P. A., & Jetton, T. L. (1996). The role of importance and interest in the processing of text. Educational Psychology Review, 8(1), 89–121.Google Scholar
  5. Anderson, R. C. (1982). Allocation of attention during reading. Advances in Psychology, 8, 292–305.Google Scholar
  6. Braasch, J. L., McCabe, R. M., & Daniel, F. (2016). Content integration across multiple documents reduces memory for sources. Reading and Writing, 29(8), 1571–1598.Google Scholar
  7. Bråten, I., Anmarkrud, Ø., Brandmo, C., & Strømsø, H. I. (2014). Developing and testing a model of direct and indirect relationships between individual differences, processing, and multiple-text comprehension. Learning and Instruction, 30, 9–24.Google Scholar
  8. Bråten, I., & Strømsø, H. I. (2006). Epistemological beliefs, interest, and gender as predictors of Internet-based learning activities. Computers in Human Behavior, 22(6), 1027–1042.Google Scholar
  9. Britt, M. A., & Aglinskas, C. (2002). Improving students’ ability to identify and use source information. Cognition and Instruction, 20(4), 485–522.Google Scholar
  10. Britt, M. A., Rouet, J. F., & Braasch, J. L. G. (2013a). Documents as entities: Extending the situation model theory of comprehension. In M. A. Britt, S. R. Goldman, & J. F. Rouet (Eds.), Reading from words to multiple texts (pp. 160–179). New York: Routledge.Google Scholar
  11. Britt, M. A., Rouet, J.-F., & Braasch, J. L. G. (2013b). Documents as entities. In M. A. Britt, S. R. Goldman, & J.-F. Rouet (Eds.), Reading-from words to multiple texts (pp. 160–179). New York, NY: Routledge/Taylor & Francis Group.Google Scholar
  12. Chen, A., & Darst, P. W. (2002). Individual and situational interest: the role of gender and skill. Contemporary Educational Psychology, 27(2), 250–269.Google Scholar
  13. Dias, P., Gomes, M. J., & Correia, A. P. (1999). Disorientation in hypermedia environments: Mechanisms to support navigation. Journal of Educational Computing Research, 20(2), 93–117.Google Scholar
  14. Durik, A. M., & Matarazzo, K. L. (2009). Revved up or turned off? How domain knowledge changes the relationship between perceived task complexity and task interest. Learning and Individual Differences, 19(1), 155–159.Google Scholar
  15. Fulmer, S. M., & Frijters, J. C. (2011). Motivation during an excessively challenging reading task: The buffering role of relative topic interest. The Journal of Experimental Education, 79(2), 185–208.Google Scholar
  16. Garner, R., & Gillingham, M. G. (1991). Topic knowledge, cognitive interest, and text recall: A microanalysis. The Journal of Experimental Education, 59(4), 310–319.Google Scholar
  17. Gil, L., Bråten, I., Vidal-Abarca, E., & Strømsø, H. I. (2010). Summary versus argument tasks when working with multiple documents: Which is better for whom? Contemporary Educational Psychology, 35(3), 157–173.Google Scholar
  18. Goldman, S. R., Braasch, J. L. G., Wiley, J., Graesser, A. C., & Brodowinska, K. (2012). Comprehending and learning from Internet sources: Processing patterns of better and poorer learners. Reading Research Quarterly, 47(4), 356–381.Google Scholar
  19. Guthrie, J. T., Hoa, L. W., Wigfield, A., Tonks, S. M., & Perencevich, K. C. (2006). From spark to fire: Can situational reading interest lead to long-term reading motivation? Reading Research and Instruction, 45, 91–117.Google Scholar
  20. Hidi, S. (1990). Interest and its contribution as a mental resource for learning. Review of Educational Research, 60(4), 549–571.Google Scholar
  21. Hidi, S. (2001). Interest, reading, and learning: Theoretical and practical considerations. Educational Psychology Review, 13(3), 191–209.Google Scholar
  22. Hidi, S., & Baird, W. (1986). Interestingness-a neglected variable in discourse processing. Cognitive Science, 10(2), 179–194.Google Scholar
  23. Hidi, S., & Baird, W. (1988). Strategies for increasing text-based interest and students’ recall of expository texts. Reading Research Quarterly, 23(4), 465–483.Google Scholar
  24. Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111–127.Google Scholar
  25. Hidi, S., Renninger, K. A., & Krapp, A. (2004). Interest, a motivational variable that combines affective and cognitive functioning. In D. Dai & R. Sternberg (Eds.), Motivation, emotion, and cognition: Perspectives on intellectual development and functioning (pp. 89–115). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
  26. Kang, Y. S., & Kim, Y. J. (2006). Do visitors’ interest level and perceived quantity of web page content matter in shaping the attitude toward a web site? Decision Support Systems, 42(2), 1187–1202.Google Scholar
  27. Kintsch, W. (1980a). Learning from text, levels of comprehension, or: Why anyone would read a story anyway. Poetics, 9(1), 87–98.Google Scholar
  28. Kintsch, W. (1980b). Learning from text, levels of comprehension, or: Why anyone would read a story anyway. Poetics, 9(1–3), 87–98.Google Scholar
  29. Krapp, A. (1999). Interest, motivation and learning: An educational psychological perspective. European Journal of Psychology of Education, 14(1), 23–40.Google Scholar
  30. Krapp, A., Hidi, S., & Renninger, K. A. (1992). Interest, learning, and development. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 3–25). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
  31. Lawless, K. A., & Brown, S. W. (1997). Multimedia learning environments: Issues of learner control and navigation. Instructional Science, 25(2), 117–131.Google Scholar
  32. List, A., & Alexander, P. A. (2017). Cognitive affective engagement model of multiple source use. Educational Psychologist, 52(3), 182–199.Google Scholar
  33. List, A., & Alexander, P. A. (2018). Cold and warm perspectives on the cognitive affective engagement model of multiple source use. In J. L. G. Braasch, I. Bråten, & M. T. McCrudden (Eds.), Handbook of multiple source use (pp. 34–54). New York: Routledge.Google Scholar
  34. McDaniel, M. A., Waddill, P. J., Finstad, K., & Bourg, T. (2000). The effects of text-based interest on attention and recall. Journal of Educational Psychology, 92(3), 492–502.Google Scholar
  35. Niederhauser, D. S., Reynolds, R. E., Salmen, D. J., & Skolmoski, P. (2000). The influence of cognitive load on learning from hypertext. Journal of Educational Computing Research, 23(3), 237–255.Google Scholar
  36. Rosseel, Y. (2012). Lavaan: An R package for structural equation modeling and more. Version 0.5–12 (BETA). Ghent, Belgium: Ghent University.Google Scholar
  37. Rouet, J. F. (2006). The skills of document use: From text comprehension to Web-based learning. Mahwah, NJ: Erlbaum.Google Scholar
  38. Saadé, R., & Bahil, B. (2005). The impact of cognitive absorption on perceived usefulness and perceived ease of use in on-line learning: An extension of the TAM. Information & Management, 42(2), 317–327.Google Scholar
  39. Salmerón, L., Naumann, J., García, V., & Fajardo, I. (2017). Scanning and deep processing of information in hypertext: an eye tracking and cued retrospective think-aloud study. Journal of Computer Assisted Learning, 33(3), 222–233.Google Scholar
  40. Schiefele, U. (1991). Interest, learning, and motivation. Educational Psychologist, 26(3–4), 299–323.Google Scholar
  41. Schiefele, U. (1999). Interest and learning from text. Scientific Studies of Reading, 3(3), 257–279.Google Scholar
  42. Schiefele, U., & Krapp, A. (1996). Topic interest and free recall of expository text. Learning and Individual Differences, 8(2), 141–160.Google Scholar
  43. Stenseth, T., Bråten, I., & Strømsø, H. I. (2016). Investigating interest and knowledge as predictors of students’ attitudes towards socio-scientific issues. Learning and Individual Differences, 47, 274–280.Google Scholar
  44. Strømsø, H. I., Bråten, I., & Britt, M. A. (2010). Reading multiple texts about climate change: The relationship between memory for sources and text comprehension. Learning and Instruction, 20(3), 192–204.Google Scholar
  45. Strømsø, H. I., Bråten, I., Britt, M. A., & Ferguson, L. E. (2013). Spontaneous sourcing among students reading multiple documents. Cognition and Instruction, 31(2), 176–203.Google Scholar
  46. Thoman, D. B., Smith, J. L., & Silvia, P. J. (2011). The resource replenishment function of interest. Social Psychological and Personality Science, 2, 592–599.Google Scholar
  47. Wiley, J., Goldman, S. R., Graesser, A. C., Sanchez, C. A., Ash, I. K., & Hemmerich, J. A. (2009). Source evaluation, comprehension, and learning in Internet science inquiry tasks. American Educational Research Journal, 46(4), 1060–1106.Google Scholar

Copyright information

© Springer Science+Business Media B.V., part of Springer Nature 2018

Authors and Affiliations

  1. 1.Department of Educational Psychology, Counseling, and Special Education, College of EducationThe Pennsylvania State UniversityUniversity ParkUSA
  2. 2.Ball State UniversityMuncieUSA
  3. 3.University of MarylandCollege ParkUSA

Personalised recommendations