Psychological Development and Education ›› 2020, Vol. 36 ›› Issue (6): 708-714.doi: 10.16187/j.cnki.issn1001-4918.2020.06.09

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Justification Belief on Multiple-text Comprehension:Mediation of Reading Strategies and Moderation of Topic Knowledge

LIN Wenyi1, YANG Yi1, YU Shengtao2   

  1. 1. School of Education Science, Jiangsu Normal University, Xuzhou 221116;
    2. Mental Health Education and Research Center, Changzhou 213164
  • Published:2020-11-20

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Abstract: In order to clarify the specific mechanism underlying the relationship between justification belief and multiple-text comprehension, this study conducted a moderated mediation model in a sample of 173 undergraduate students. Participants' justification belief, topic knowledge, and reading strategies were measured. In addition, they were required to answer three related open-ended questions directly after reading five conflict texts on cellphone radiation. Results showed that: (1) justification belief had positive indirect effects on multiple-text comprehension separately through accumulation strategy and elaboration strategy; (2) the relationship between justification belief and elaboration strtegy was moderated by topic knowledge. Our findings identified the underlying mechanisms of justification belief on multiple-text comprehension, and further s suggested that topic knowledge play an important role in using complicated strategies.

Key words: justification belief, multiple-text comprehension, mediator, moderator, undergraduates

CLC Number: 

  • G442
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