ABSTRACT

Reading texts can prompt intense emotions, and these emotions profoundly influence learning from texts. I first discuss the findings from the eight studies reported in this special issue. The studies represent pivotal advances in research on reading. Focusing on learning from science texts, they show that different emotions and different types of text influence reading in different ways. Furthermore, they document how the interplay of emotions, text features, and reading processes impacts knowledge acquisition, conceptual change, and attitude change. I then outline core directions for future research. We need to (a) expand current theories to adequately explain the multiple links between emotions, cognitive processes, and motivational processes during reading; (b) use causal designs to disentangle the cause-effect relations linking these processes to antecedents and outcomes, including reciprocal causation; (c) complement between-person designs with intra-individual analysis; (d) use dynamic measurement and multichannel indicators to capture emotional processes; and (e) investigate the generalizability of current findings across diverse groups of learners and sociocultural contexts.

摘要

阅读文本可以激发强烈的情绪，而这些情绪会深刻地影响从文本中学习。我首先讨论本期特刊中报​​道的八项研究的结果。这些研究代表了阅读研究的关键进展。他们专注于从科学文本中学习，表明不同的情绪和不同类型的文本以不同的方式影响阅读。此外，他们记录了情绪、文本特征和阅读过程的相互作用如何影响知识获取、概念变化和态度变化。然后，我概述了未来研究的核心方向。我们需要 (a) 扩展现有理论，以充分解释阅读过程中情绪、认知过程和动机过程之间的多重联系；(b) 使用因果设计来解开将这些过程与前因和结果联系起来的因果关系，包括互惠因果关系；(c) 用个体内分析补充人际设计；(d) 使用动态测量和多渠道指标来捕捉情绪过程；(e) 调查当前研究结果在不同学习者群体和社会文化背景下的普遍性。