Cognitive Affective Engagement Model of Multiple Source Use

Alexandra List, Patricia A. Alexander

Research output: Contribution to journalArticlepeer-review

46 Scopus citations

Abstract

This article introduces the cognitive affective engagement model (CAEM) of multiple source use. The CAEM is presented as a way of unifying cognitive and behaviorally focused models of multiple text engagement with research on the role of affective factors (e.g., interest) in text processing. The CAEM proposes that students' engagement with multiple texts may be explained by the default stance toward task completion they adopt. Students' default stances are defined according to two dimensions: their level of affective engagement with the topic of the task and their habits with regard to text evaluation. Default stances are used to explain a host of multiple text use behaviors, such as text selection, duration of text access, and document information access, and performance outcomes, including text recall and integration. Directions for future research on the CAEM are proposed.

Original languageEnglish (US)
Pages (from-to)182-199
Number of pages18
JournalEducational Psychologist
Volume52
Issue number3
DOIs
StatePublished - Jul 3 2017

All Science Journal Classification (ASJC) codes

  • Developmental and Educational Psychology

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