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Students' Affect and Comprehension in Mind Mapping in Reading Activities at Primary Schools.

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Title: Students' Affect and Comprehension in Mind Mapping in Reading Activities at Primary Schools.
Authors: Quan, Guolong (AUTHOR), Wong, Lung-Hsiang (AUTHOR), Gu, Xiaoqing (AUTHOR)
Source: Reading Psychology. Apr2025, Vol. 46 Issue 3, p313-330. 18p.
Subjects: Mind maps, Telepathy, Cognitive development, Third grade (Education), Cognitive learning
Abstract: Prior research has focused on students' affectional states during learning, recognizing that affect can elevate learning and cognitive development. This study hypothesized and investigated the bidirectionality or reciprocity of the relationships between students' affects and performance in reading comprehension. Mixed methods were used in the study. 41 3rd grade (9-year-old) students went through mind mapping in reading intervention for one semester. Pre- and post-intervention surveys and post-interviews were conducted to investigate their affectional and self-efficacy levels in reading comprehension. Their mind maps were also collected to evaluate their performance in reading comprehension. The study results revealed that the use of mind mapping in reading activities led to a widespread sense of positive affect. Furthermore, positive affect was found to be influenced by reading comprehension, and reading comprehension could contribute to changes in affect by enhancing reading performance and increasing self-efficacy. This study elevates the understanding of the mind mapping in reading strategies, provides references for the affectional design of such activities, and derives design and enactment principles to transform mind mapping in reading activities. [ABSTRACT FROM AUTHOR]
Copyright of Reading Psychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Students' Affect and Comprehension in Mind Mapping in Reading Activities at Primary Schools.
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  Data: <searchLink fieldCode="AR" term="%22Quan%2C+Guolong%22">Quan, Guolong</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Wong%2C+Lung-Hsiang%22">Wong, Lung-Hsiang</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Gu%2C+Xiaoqing%22">Gu, Xiaoqing</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Reading+Psychology%22">Reading Psychology</searchLink>. Apr2025, Vol. 46 Issue 3, p313-330. 18p.
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  Data: <searchLink fieldCode="DE" term="%22Mind+maps%22">Mind maps</searchLink><br /><searchLink fieldCode="DE" term="%22Telepathy%22">Telepathy</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+development%22">Cognitive development</searchLink><br /><searchLink fieldCode="DE" term="%22Third+grade+%28Education%29%22">Third grade (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+learning%22">Cognitive learning</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Prior research has focused on students' affectional states during learning, recognizing that affect can elevate learning and cognitive development. This study hypothesized and investigated the bidirectionality or reciprocity of the relationships between students' affects and performance in reading comprehension. Mixed methods were used in the study. 41 3rd grade (9-year-old) students went through mind mapping in reading intervention for one semester. Pre- and post-intervention surveys and post-interviews were conducted to investigate their affectional and self-efficacy levels in reading comprehension. Their mind maps were also collected to evaluate their performance in reading comprehension. The study results revealed that the use of mind mapping in reading activities led to a widespread sense of positive affect. Furthermore, positive affect was found to be influenced by reading comprehension, and reading comprehension could contribute to changes in affect by enhancing reading performance and increasing self-efficacy. This study elevates the understanding of the mind mapping in reading strategies, provides references for the affectional design of such activities, and derives design and enactment principles to transform mind mapping in reading activities. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Group: Ab
  Data: <i>Copyright of Reading Psychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1080/02702711.2024.2447237
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      – Code: eng
        Text: English
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        PageCount: 18
        StartPage: 313
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      – SubjectFull: Mind maps
        Type: general
      – SubjectFull: Telepathy
        Type: general
      – SubjectFull: Cognitive development
        Type: general
      – SubjectFull: Third grade (Education)
        Type: general
      – SubjectFull: Cognitive learning
        Type: general
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      – TitleFull: Students' Affect and Comprehension in Mind Mapping in Reading Activities at Primary Schools.
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            NameFull: Quan, Guolong
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            NameFull: Wong, Lung-Hsiang
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              M: 04
              Text: Apr2025
              Type: published
              Y: 2025
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