Abstract
Prior research has focused on students’ affectional states during learning, recognizing that affect can elevate learning and cognitive development. This study hypothesized and investigated the bidirectionality or reciprocity of the relationships between students’ affects and performance in reading comprehension. Mixed methods were used in the study. 41 3rd grade (9-year-old) students went through mind mapping in reading intervention for one semester. Pre- and post-intervention surveys and post-interviews were conducted to investigate their affectional and self-efficacy levels in reading comprehension. Their mind maps were also collected to evaluate their performance in reading comprehension. The study results revealed that the use of mind mapping in reading activities led to a widespread sense of positive affect. Furthermore, positive affect was found to be influenced by reading comprehension, and reading comprehension could contribute to changes in affect by enhancing reading performance and increasing self-efficacy. This study elevates the understanding of the mind mapping in reading strategies, provides references for the affectional design of such activities, and derives design and enactment principles to transform mind mapping in reading activities.
Published Version
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