Testing the inference mediation hypothesis in a post-secondary context
| Autor: | Alecia M. Santuzzi, Ryan D. Kopatich, Karyn Higgs, Joseph P. Magliano, Stephen M. Tonks, Christopher P. Parker, Tenaha O'Reilly, John Sabatini, Daniel P. Feller, Melissa Ray |
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| Rok vydání: | 2020 |
| Předmět: |
Mediation (statistics)
media_common.quotation_subject 05 social sciences 050301 education Inference Context (language use) Sample (statistics) Affect (psychology) Education Task (project management) Comprehension Reading (process) Developmental and Educational Psychology 0501 psychology and cognitive sciences Psychology 0503 education 050104 developmental & child psychology Cognitive psychology media_common |
| Zdroj: | Contemporary Educational Psychology. 61:101867 |
| ISSN: | 0361-476X |
| Popis: | The inference mediation hypothesis (IMH) assumes that individual difference factors that affect reading proficiency have direct and indirect effects on comprehension outcomes, with the indirect effects involving inference processes. The present study tested the IMH in a diverse sample of two and four-year college students in a task that emphasizes comprehension of the passage (traditional assessment) and a task that emphasizes complex problem solving (SBA). Participants were administered assessments of foundational skills that support reading, inference generation, a traditional assessment of comprehension proficiency, and a scenario-based reading assessment. The results support the IMH. However, the strength of the indirect relationships depended on the type of reading performance assessment. Coherence building inferences partially mediated the relationship for the traditional assessment. Elaborative inferences partially mediated the relationship for the scenario-based assessment. The results are discussed in terms of theories of purposeful reading and implications for understanding college readiness. |
| Databáze: | OpenAIRE |
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