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The Roles of Self-Efficacy and Cognitive Styles in Reading Behaviors and Reasoning Performance: An Eye Movement Perspective

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Title: The Roles of Self-Efficacy and Cognitive Styles in Reading Behaviors and Reasoning Performance: An Eye Movement Perspective
Language: English
Authors: Shu-Ling Wang, John J. H. Lin, Pin-Chun Su
Source: Educational Technology & Society. 2024 27(3):165-184.
Availability: International Forum of Educational Technology & Society. Available from: National Yunlin University of Science and Technology. No. 123, Section 3, Daxue Road, Douliu City, Yunlin County, Taiwan 64002. e-mail: journal.ets@gmail.com; Web site: https://www.j-ets.net/
Peer Reviewed: Y
Page Count: 20
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Self Efficacy, Thinking Skills, Eye Movements, Cognitive Style, Intelligence Tests, Undergraduate Students, Graduate Students, Student Behavior, Social Cognition, Reading, Foreign Countries, Public Colleges
Geographic Terms: Taiwan
Assessment and Survey Identifiers: Raven Advanced Progressive Matrices
DOI: 10.30191/ETS.202407_27(3).RP10
ISSN: 1176-3647
1436-4522
Abstract: Although research suggests a relationship among personal characteristics, behaviors, and performance, there has been limited examination of these influences in the context of intelligence tests using eye movement techniques. Thus, this study explored the roles of personal characteristics (i.e., visual/verbal cognitive styles, self-efficacy) and reading behaviors in the reasoning performance of Raven's Advanced Progressive Matrices test based on social cognitive perspectives using eye movement techniques, in order to provide more authentic information about individuals' actual behaviors. A total of 53 undergraduate and graduate students participated. Thirty participants were classified as visual style and the others were classified as verbal style learners. Regarding the role of cognitive styles in reading behaviors and reasoning performance, the results indicated a marginal difference in dispersion reading behavior between participants with visual and verbal cognitive style, and a significant relationship between visual style and dispersion reading behavior. However, no difference was found in performance between these two styles. As for the role of self-efficacy, the results showed that it was positively related to horizontal reading and APM-short performance. Mediation analyses revealed that self-efficacy not only directly impacted reasoning performance, but also had an indirect effect on performance through horizontal and tilted reading. On the other hand, cognitive style had no direct or indirect effect on reasoning performance. Moreover, the results showed that horizontal, vertical and tilted reading significantly predicted reasoning performance. The findings suggest that educators could enhance learners' self-efficacy through goal setting, feedback, and strategy instruction, which would help facilitate their learning behaviors and performance.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1437579
Database: ERIC
FullText Links:
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IllustrationInfo
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  Data: The Roles of Self-Efficacy and Cognitive Styles in Reading Behaviors and Reasoning Performance: An Eye Movement Perspective
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  Data: <searchLink fieldCode="AR" term="%22Shu-Ling+Wang%22">Shu-Ling Wang</searchLink><br /><searchLink fieldCode="AR" term="%22John+J%2E+H%2E+Lin%22">John J. H. Lin</searchLink><br /><searchLink fieldCode="AR" term="%22Pin-Chun+Su%22">Pin-Chun Su</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Educational+Technology+%26+Society%22"><i>Educational Technology & Society</i></searchLink>. 2024 27(3):165-184.
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  Data: International Forum of Educational Technology & Society. Available from: National Yunlin University of Science and Technology. No. 123, Section 3, Daxue Road, Douliu City, Yunlin County, Taiwan 64002. e-mail: journal.ets@gmail.com; Web site: https://www.j-ets.net/
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  Data: 20
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  Data: 2024
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  Data: <searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Eye+Movements%22">Eye Movements</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Style%22">Cognitive Style</searchLink><br /><searchLink fieldCode="DE" term="%22Intelligence+Tests%22">Intelligence Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Cognition%22">Social Cognition</searchLink><br /><searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Colleges%22">Public Colleges</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Taiwan%22">Taiwan</searchLink>
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  Label: Assessment and Survey Identifiers
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  Data: 10.30191/ETS.202407_27(3).RP10
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  Data: 1176-3647<br />1436-4522
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Although research suggests a relationship among personal characteristics, behaviors, and performance, there has been limited examination of these influences in the context of intelligence tests using eye movement techniques. Thus, this study explored the roles of personal characteristics (i.e., visual/verbal cognitive styles, self-efficacy) and reading behaviors in the reasoning performance of Raven's Advanced Progressive Matrices test based on social cognitive perspectives using eye movement techniques, in order to provide more authentic information about individuals' actual behaviors. A total of 53 undergraduate and graduate students participated. Thirty participants were classified as visual style and the others were classified as verbal style learners. Regarding the role of cognitive styles in reading behaviors and reasoning performance, the results indicated a marginal difference in dispersion reading behavior between participants with visual and verbal cognitive style, and a significant relationship between visual style and dispersion reading behavior. However, no difference was found in performance between these two styles. As for the role of self-efficacy, the results showed that it was positively related to horizontal reading and APM-short performance. Mediation analyses revealed that self-efficacy not only directly impacted reasoning performance, but also had an indirect effect on performance through horizontal and tilted reading. On the other hand, cognitive style had no direct or indirect effect on reasoning performance. Moreover, the results showed that horizontal, vertical and tilted reading significantly predicted reasoning performance. The findings suggest that educators could enhance learners' self-efficacy through goal setting, feedback, and strategy instruction, which would help facilitate their learning behaviors and performance.
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        Value: 10.30191/ETS.202407_27(3).RP10
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 165
    Subjects:
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Thinking Skills
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      – SubjectFull: Eye Movements
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      – SubjectFull: Social Cognition
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      – SubjectFull: Reading
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Public Colleges
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      – SubjectFull: Taiwan
        Type: general
      – SubjectFull: Raven Advanced Progressive Matrices
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      – TitleFull: The Roles of Self-Efficacy and Cognitive Styles in Reading Behaviors and Reasoning Performance: An Eye Movement Perspective
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