Affiliation:
1. Department of Psychology, Faculty of Liberal Arts and Humanities, University of Education Karlsruhe, Germany
2. Department of Educational Science, Faculty of Economics and Behavioral Science, University of Freiburg, Germany
Abstract
Abstract: In this experimental study with 62 university students, we examined to what extent the hope or hopelessness they experience during reading a text affect their comprehension as well as the magnitude and accuracy of their predictions and postdictions. Moreover, we investigated whether the impact of the emotional state varies with a recue instruction that explicitly indicates the limited validity of emotions as judgment cues. The results showed that the students used their experienced hope or hopelessness to make predictions and postdictions. This effect did not differ depending on whether they had received the recue or a control instruction. However, when students received the control instruction, greater hopelessness impaired comprehension, whereas this was not the case with the recue instruction. Finally, the instruction type did not play a moderating role in the influence of the emotional state on prediction and postdiction accuracy. Yet, concerning postdiction accuracy, students who received the recue instruction were more accurate.
Subject
Developmental and Educational Psychology,Education
Cited by
2 articles.
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1. Understanding and Supporting Metacognitive Monitoring Judgments – A Commentary;Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie;2023-04
2. Advances in Understanding and Fostering the Accuracy of Metacognitive Judgments;Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie;2023-04