Investigating the Cognitive Affective Engagement Model of Learning From Multiple Texts: A Structural Equation Modeling Approach

Abstract

ABSTRACTGiven limited work modeling the role of individual difference factors and processing variables in students’ learning from multiple texts, the author evaluates such a model. In particular, the model analyzed examines the relation between cognitive (i.e., habits with regard to information evaluation) and affective (i.e., interest) individual difference factors and multiple‐text outcomes (i.e., integrated mental model development and intertext model development, as facets of multiple‐text integration), as mediated by students’ processing of multiple texts (i.e., time on texts, engagement in cross‐textual elaboration). Interest and time devoted to text access were found to have a direct effect on integrated mental model formation, whereas time and students’ engagement in cross‐textual elaboration had a direct effect on intertext model development. Additionally, time on texts mediated the relation between both individual difference factors and the integration‐related outcomes examined. Implications for theory development and research on learning from multiple texts are discussed.