20.500.12556/RUL-149142 High school students’ attentional stance, modes of reading engagement, and self-insight during literary reading The primary aim of this study was to analyze the validity and reliability of an instrument capable of measuring high school students’ attentional stance, modes of reading engagement, and self-insight during literary reading. For this purpose, a self-report questionnaire was administered to high school students in three Austrian regions (N = 417). First, confirmatory factor analysis was conducted to test the validity and the reliability of the preconceived measurement model. Second, the interrelationships among the validated constructs were analyzed through structural equation modeling. The fit and the validity of the structural model were evaluated, and the mediating effect of expressive reading was tested. The study yielded an instrument with valid and reliable scores that assesses 9 dimensions of high school students’ reading experiences. The basic Kuiken-Douglas model (2017) on reading engagement and reading outcome could be replicated. Structural equation modeling indicated that high attentional focus negatively predicted expressive-experiential reading that in turn facilitated self-insight. This implies that students should be allowed leaky attention so that they can work with literary texts in a self-modifying way in literature education. Limitations are discussed. literature education attention reading engagement self-insight structural equation modelling književna vzgoja pozornost bralni angažma samopregled true false true Angleški jezik Slovenski jezik Podatek o avtorskih pravicah (licenca CC BY 4.0 Mednarodna) smo pridobili na pristajalni spletni strani članka. Članek v reviji 2023-09-04 12:33:36 2023-09-04 12:33:37 2023-09-05 03:42:15 0000-00-00 00:00:00 2023 0 0 Str. 1-28 (open iss.) Vol. 23 2023 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 373.5:028 Y510-1972 10.21248/l1esll.2023.23.1.485 163108611 RAZ_Grandits_Peter_2023.pdf RAZ_Grandits_Peter_2023.pdf 1 A7952C77BEEE9197C591F8154E89BF88 528074f0d0878653c631dc63c634c3c5ed82a77b5094c00f649e04b253d976e1 c5ae7a5c-4b10-11ee-af86-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=173536 https://l1research.org/article/view/485/435 1 805cdc37-4b0e-11ee-af86-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=173534 Pedagoška fakulteta 0 0 0