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dc.contributorWichita State University. Department of Counseling, Educational and School Psychologyen_US
dc.contributor.authorBohn-Gettler, Catherine M.en_US
dc.contributor.authorRapp, David N.en_US
dc.identifierT32 HD007151-29en_US
dc.identifier.citationJournal of educational psychology. 2011 Aug; 103(3): 562-577.en_US
dc.descriptionClick on the DOI link below to access the article (may not be free).en_US
dc.description.abstractReading 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.sponsorshipNICHD NIH HHSen_US
dc.publisherAmerican Psychological Associationen_US
dc.relation.ispartofseriesJournal of Educational Psychologyen_US
dc.titleDepending on my mood: mood-driven influences on text comprehensionen_US
dc.description.versionpeer revieweden_US
dc.rights.holderCopyright © 2011 American Psychological Associationen_US

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