The Influence Of Topic Epistemological Beliefs On Multiple Texts Reading Comprehension

Multiple texts reading comprehension is the process by which a reader understands and integrates textual material containing several different perspectives and viewpoints on the same topic but from different sources,comprehends information from each text and considers the interrelationships among multiple texts,ultimately forming his or her own understanding and forming a coherent and unified mental representation.The ways of measuring multi-text reading are divided into subjective writing tasks(summative,argumentative)and objective multiple-choice tasks(shallow intra-textual understanding,deep intra-textual understanding,and inter-textual understanding).Topic epistemological beliefs,which are individuals’ beliefs about knowledge and cognition of a particular topic,are primarily concerned with the nature of knowledge and the nature of knowledge acquisition,and are key factors influencing multple texts reading comprehension.In addition,reading motivation,epistemic emotion,and effort are also important influences on multple texts reading comprehension.In this paper,we use questionnaire method and statistical methods such as difference test,correlation analysis,stratified regression and path analysis for data processing.There are three studies,Study 1 explores the trends of epistemic emotions among conflicting texts;Study 2 explores the direct and indirect effects of college students’ topic epistemological beliefs,reading motivation,and epistemic emotions on the subjective and objective tasks of multiple texts reading;Study 3 introduces effort variables to explore how the influential roles between topic epistemological beliefs,reading motivation,and multiple texts reading comprehension tasks are created and how effort plays what role effort plays in this pathway.The results of the study are as follows:(1)Because the four texts about the COVID-19 vaccine were in conflict with each other,each of the seven epistemic emotions-curiosity,surprise,confusion,anxiety,frustration,boredom,and excitement-would change significantly when reading the four texts.(2)College students’ topic epistemological beliefs can have a direct effect on multple texts reading comprehension and an indirect effect through the mediation of reading motivation and epistemic emotions.Specifically,boredom epistemic emotion partially mediates the role between the complexity dimension of topic beliefs and the objective task of reading comprehension(SVT,Intra VT,Inter VT).Topic epistemic complexity beliefs can directly influence reading performance on the objective task and can also indirectly and negatively predict reading performance on the objective task through boredom epistemic emotions generated during reading processing.Reading motivation and boredom epistemic emotion partially mediated the role between topic epistemic beliefs and SVT on the objective task of reading comprehension.Topic epistemological beliefs can affect SVT reading performance in multiple texts reading objective comprehension both directly and indirectly through reading motivation and boredom epistemic emotion.Boredom epistemic emotions partially mediated between topic epistemological beliefs and reading comprehension subjective summarization tasks.Topic epistemological beliefs can directly influence reading subjective summary task performance or indirectly negatively predict reading subjective task performance through bored epistemic emotions.(3)In the influence of the knowledge justification dimension on the multi-text reading summary task,the reading value dimension of reading motivation and effort play a chainmediating role.In summary,the conclusions of study: first,seven cognitive emotions,such as boredom and curiosity,change significantly when college students read conflicting texts;second,college students’ topic epistemological beliefs can directly influence multiple texts reading comprehension and indirectly through reading motivation and epistemic emotions;third,justification for knowing dimension from topic epistemological beliefs,through the sense of reading value in reading motivation,and then through effort,ultimately contributing to multiple texts reading summary task performance.