The concreteness of titles affects metacognition and study motivation

Two experiments investigated the extent to which the concreteness of titles affects metacognitive text expectations, study motivation, and comprehension test performance. Sixty-three American and 61 German students were presented with three titles (either concrete or abstract), based upon which the...

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Veröffentlicht in:	Instructional science 2019-06, Vol.47 (3), p.257-277
Hauptverfasser:	Lippmann, Marie, Schwartz, Neil H., Jacobson, Neil G., Narciss, Susanne
Format:	Artikel
Sprache:	eng
Schlagworte:	Comprehension Concrete Education Educational Psychology Expectation Foreign Countries Learner Engagement Learning and Instruction Learning Motivation Metacognition Motivation Pedagogic Psychology Reader Text Relationship Reading Comprehension Reading Tests Students
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