The Effect of Emotions on Digital Multimodal Reading Comprehension: Mediating Roles of Grit and Inference

• In Event: AERA Poster Session Thursday 4:15pm
  In Poster Session: Research in Research and Literacy (SIG 11) Poster Session II

Abstract

This study explores how achievement emotions (enjoyment and boredom), grit, and inference influence students’ multimodal reading (MR) performance in 283 fourth-grade students in Hong Kong. Structural equation modeling revealed a dual-pathway mechanism: enjoyment enhanced MR both indirectly through grit and via inference, with grit also exerting an additional indirect effect on MR through inference. The findings confirm and extend the Cognitive-Affective Theory of Learning with Media (CATLM) by highlighting the interplay between affective (e.g., enjoyment, boredom), cognitive (e.g., inference), and motivational factors (e.g., grit) in multimodal reading. These results underscore the importance of fostering positive emotional experiences, perseverance, and inferring strategies in instructional design to support students’ multimodal literacy development during this critical developmental stage.

Authors

• Jialin Li, Hong Kong Polytechnic University

• Wenxin Tian, Hong Kong Polytechnic University

• Siyu Zhu, The Hong Kong Polytechnic University

• Qingyang Li, The Hong Kong Polytechnic University

• Xinhua Zhu, Hong Kong Polytechnic University