Antecedents and Consequents of Online Emotional, Behavioral, and Cognitive Engagement on Academic Reading

• In Event: Antecedents and Consequences of Academic Engagement

Abstract

This study investigated the potential mediating role of engagement in the relationship between learners' task perceptions (perceived interest and difficulty) and learning while reading instructional texts. Three aspects of engagement were assessed: emotional (self-reported valence and arousal), behavioral (reading time), and cognitive (mind wandering). Findings indicated that perceived interest influenced emotional and behavioral engagement, while perceived difficulty influenced behavioral engagement and learning. Although previous studies found that behavioral and cognitive engagement mediated the relationship between classroom perceptions and learning, we did not find this to be the case at the task level. In fact, arousal was the only significant mediator of the relationship between task perceptions and learning. Future research is needed to clarify the role of on-task engagement.

Authors

• Sara M. Fulmer, SUNY - College at Oneonta

• Sidney K. D'Mello, University of Notre Dame