Work

The influence of consequence value and text difficulty on affect, attention, and learning while reading instructional texts

Year: 2015

Type: article

Source: Learning and Instruction

DOI: 10.1016/j.learninstruc.2015.07.003

Authors: Caitlin Mills, Sidney K. D'Mello, Kristopher Kopp

Institution: University of Notre Dame

Language: English

Topic: Education, Achievement, and Giftedness

Subfield: Experimental and Cognitive Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: closed

Funder: National Science Foundation

Awards: Beyond Boredom: Modeling and Promoting Engagement during Complex Learning, Inducing, Tracking, and Regulating Confusion and Cognitive Disequilibrium during Complex Learning, ITR: Monitoring Emotions while Students Learn with AutoTutor

OpenAlex ID: W2196375465

FWCI: 6.031

Cites: 74

Cited by: 39

Related to: 10