Epistemic Cognition and Affective Engagement In-Situ: A Warm, Person-Centered Investigation of Multiple Text Processing (Poster 25): SIG-Motivation in Education, Stage 2, 2:09 PM

• In Event: e-Lightening Ed-Talk Session 12 - Stage 2

Abstract

Epistemic cognition and topic attitudes have been shown to influence the depth with which students form an integrated mental model of multiple texts. This study probes how epistemic cognition and topic attitudes manifest in-situ. Process data from students’ argumentative essays about GMO safety (n=338) were analyzed via textual analysis based on epistemic cognition (including certainty of knowledge, simplicity of knowledge, source of knowledge) and affective engagement (including positive and negative tone). Latent Profile Analysis were then conducted to discern patterns of engagement, as well as how they are related to other individual difference factors and argumentative writing outcomes. Findings show that positive attitudes may be in opposition to critical evaluation of information, but are associated with prior knowledge on GMOs.

Authors

• Vanessa Wanchanit Vongkulluksn, University of Nevada - Las Vegas

• Monica Ceja Rodriguez, University of Nevada - Las Vegas

• Christina Nishiyama, University of Nevada - Las Vegas

• Lei Ping, University of Nevada - Las Vegas