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Titre : | Is it better to be happy or to be proud at school before doing a text comprehension task? : First evidence with 10-year-old children (2018) |
Auteurs : | N. Blanc, Auteur ; A. Syssau, Auteur |
Type de document : | Article |
Dans : | European Review of Applied Psychology (Vol. 68, n°4-5, July-September 2018) |
Article en page(s) : | p. 181-188 |
Note générale : | https://doi.org/10.1016/j.erap.2018.09.001 |
Langues: | Anglais |
Descripteurs : |
HE Vinci Apprentissage ; Compréhension ; Compréhension à la lecture ; Enfant (6-12 ans) ; Joie |
Résumé : | Introduction and objective An experiment was conducted in a school context to examine whether joy and pride, two positive emotions, can promote children's acquisition of knowledge in a reading comprehension situation. Method The experiment consisted of inducing either a positive emotion (i.e., joy, pride) or a neutral state to 10-year-old children using an autobiographical recall task. Once the induced state was evaluated, children were submitted to a reading/comprehension task of a neutral text. When they finished reading this text, a questionnaire was used to assess not only their memory of the information provided in the text, but also their ability to make inferences. Results Our main results highlighted a positive effect of joy on children's inference making. Conclusion This study confirmed the relevance of taking into account the emotional state of children engaged in knowledge acquisition situations at school. |
Disponible en ligne : | Oui |
En ligne : | https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/article/pii/S1162908818300537 |