Depending on my mood: mood-driven influences on text comprehension

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dc.contributor Wichita State University. Department of Counseling, Educational and School Psychology en_US
dc.contributor.author Bohn-Gettler, Catherine M. en_US
dc.contributor.author Rapp, David N. en_US
dc.date.accessioned 2012-02-15T21:30:08Z
dc.date.available 2012-02-15T21:30:08Z
dc.date.issued 2011-08 en_US
dc.identifier 21927504 en_US
dc.identifier 0135751 en_US
dc.identifier T32 HD007151-29 en_US
dc.identifier.citation Journal of educational psychology. 2011 Aug; 103(3): 562-577. en_US
dc.identifier.issn 0022-0663 en_US
dc.identifier.uri http://dx.doi.org/10.1037/a0023458 en_US
dc.identifier.uri http://hdl.handle.net/10057/4463
dc.description Click on the DOI link below to access the article (may not be free). en_US
dc.description.abstract Reading comprehension is a critical component of success in educational settings. To date, research on text processing in educational and cognitive psychological domains has focused predominantly on cognitive influences on comprehension, and in particular, those influences that might be derived from particular tasks or strategies. However, there is growing interest in documenting the influences of emotional factors on the processes and products of text comprehension, because these factors are less likely to be associated with explicit reading strategies. The present study examines this issue by evaluating the degree to which mood can influence readers' processing of text. Participants in control, happy-induced, or sad-induced groups thought aloud while reading expository texts. Happy, sad, and neutral moods influenced the degree to which readers engaged in particular types of coherence-building processes in the service of comprehension. Although reading strategies clearly influence processing, understudied factors that are less explicitly goal-driven, such as mood, can similarly impact comprehension activity. These findings have important implications for the role of mood on reading instruction and evaluation. en_US
dc.description.sponsorship NICHD NIH HHS en_US
dc.format.extent 562-577 en_US
dc.language.iso eng en_US
dc.publisher American Psychological Association en_US
dc.relation.ispartofseries Journal of Educational Psychology en_US
dc.source NLM en_US
dc.title Depending on my mood: mood-driven influences on text comprehension en_US
dc.type Article en_US
dc.description.version peer reviewed en_US
dc.rights.holder Copyright © 2011 American Psychological Association en_US

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