Gli effetti del coinvolgimento sui risultati raggiunti nella lettura: una review
DOI:
https://doi.org/10.6092/issn.1825-8670/16180Parole chiave:
coinvolgimento emotivo, coinvolgimento cognitivo, coinvolgimento comportamentale , coinvolgimento sociale, risultati di apprendimentoAbstract
Da decenni la ricerca sull’alfabetizzazione ha posto grande enfasi sul coinvolgimento nella lettura, riconosciuto come frutto dell’interazione complessa di aspetti cognitivi, comportamentali ed emotivi. Il coinvolgimento è un indicatore essenziale degli esiti dell’apprendimento e funge da mediatore tra l’intervento educativo e i risultati. Sebbene studi empirici abbiano dimostrato l’efficacia del coinvolgimento ai fini del successo nella lettura, pochi hanno esaminato esaustivamente la relazione tra sottoscale e come esse influiscano sull’apprendimento. Per colmare tale lacuna, questa review esplora l’interazione tra sottocategorie di coinvolgimento e come esse influenzino le abilità acquisite in lettura. I risultati rivelano che il modo in cui il coinvolgimento condiziona l’apprendimento è determinato dall’intervento e da come gli esiti vengono valutati e riportati. La relazione tra sottoscale di coinvolgimento è complessa: il coinvolgimento cognitivo e quello comportamentale sono predittori costanti degli apprendimenti in lettura; l’emotività è un facilitatore e influisce sul coinvolgimento comportamentale o cognitivo. Il coinvolgimento comportamentale media quello cognitivo. Inoltre, i risultati dell’apprendimento potrebbero potenziare il coinvolgimento emotivo, creando un ciclo di apprendimento naturale. Tale modello è significativo per comprendere come il coinvolgimento abbia effetti sui risultati dell’apprendimento; ha anche dimostrato come le sottoscale di coinvolgimento interagiscano e cooperino nel facilitare gli esiti del processo.
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Copyright (c) 2023 Aihua Zhu, Samah Ali Mohsen Mofreh, Sultan Salem, Zhinan Li, Mao Yao
Questo lavoro è fornito con la licenza Creative Commons Attribuzione 4.0 Internazionale.
