Research On The Affective Experience And It's Influencing Mechanism In The Academic Reading Information Behavior Of College Students

Academic reading has been recognized an important information behavior to acquire academic resources and promote academic communication,is not only of great significance to academic research in colleges and universities,but also has a great impact on students' lifelong learning.Academic readers are faced with more complicated information types and contents,and external factors such as peer pressure and heavy academiac tasks make them more likely to experience anxiety,confusion,depression,technical fear and other emotions in academic reading process.As the main user group of academic reading,it is necessary for college students to alleviate their negative affection and strengthen their positive affection in academic reading,so as to improve their academic reading efficiency and promote knowledge innovation.This research takes academic reading as the research context and college students as the research subjects,deeply explores the affective reactions and it's influencing factors,and explores the specific manifestation of the college students' academic reading behaviors,so as to build an academic reading behavior model based on the affection influencing mechanism.A hybrid research strategy combining qualitative and quantitative methods was used in this research.The qualitative research method is used,collecting data by semi-structured interview,analyzing data by grounded theory,so as to build a preliminary theoretical mode.The quantitative research method is used,collecting data through questionnaire scale,analyzeing data by statistical method such as variation analysis,correlation analysis and path analysis were used to analyze the data to verifies and interprets the model.Main research conclusion is as follows:(1)In the context of academic reading,college students' affective response is aroused by cognitive evaluation,and affective reactions includes three dimensions: affective tendency,emotional state and content perception.Cognitively evaluating different factors lead to different affective dimensions of college students.“Affective tendency” describes the degree of college students' active or passive to academic reading,is mainly cause by the evaluation of “personal intrinsic meaning” and “social normative meaning”.“Emotional state” describes the intuitive emotions experience in academic reading of college students,It is mainly cause by the evaluation of “individual coping potential” and “external environmental factors”.“Content perception” describes individual's perception of academic reading content,which is mainly caused by the assessment of “academic content quality” and “content understanding degree”.Different cognitive evaluation evokes college students' different affective reactions,and affective reactions can promote or inhibit the academic reading behavior of them,then academic reading behavior would change their original affective state and original cognitive evaluation results in turn.(2)The information behavior of college students in academic reading can be divided into two types: shallow and deep.The deep academic reading behavior includes “information preservation”,“information using” and “information communication”,while the superficial academic reading behavior includes “literature organization”,“information search” and “information avoid”.Students often use a combination of shallow and deep information behaviors in academic reading,but the frequency,depth and specific manifestation of various academic reading information behaviors are different for college students with different educational backgrounds,subject backgrounds and reading literacy.(3)The research analyzed the effects of different demographic characteristics on college students' cognitive evaluation,emotional reactions and academic reading information behavior.Firstly,it is found that gender,educational background,academic task and academic research stage have significant effects on cognitive evaluation with “personal coping potential” of college students,it is indicates that this cognitive evaluation factor is more easily affected by students' personal background.Secondly,five demographic characteristics about gender,education background,discipline,academic task and academic research stage have significant effects on the “Affective tendency” of college students.Finally,the educational background have a significant effect on a variety of academic reading information behavior,the college students with different educational background have significant differences in their academic reading behavior of “information preservation”,“information using”,“literature organization” and “information communication”.(4)Model validation and interpretation.Path analysis was used to verify the interaction between cognitive evaluation factors,affective reactions and academic reading information behavior.Research found that “emotional states” are the most susceptible affective dimension to cognitive evaluation,and “emotional state” and “content perception” also have significant influence on each other.By exploring the the indirect effect between cognitive evaluation factors and academic reading behavior,it was found that compared with other cognitive evaluation factors,“content understanding degree” has the most effect on each academic reading behavior,which illustrate that information behaviors adopted by college students in the academic reading process are mainly based on the understanding of the reading content.According to the conclusion of this empirical research,here puts forward some suggestions to the college students,training institutions,reference management software developers,and other relevant social institutions to reasonably guide college students' academic reading behavior.