Predictors and outcomes of behavioral engagement in the context of text comprehension: when quantity means quality

Abstract Using a path analytic approach with sample of Norwegian undergraduate readers, we investigated the effects behavioral engagement on text comprehension as reflected in students’ post-reading written reports topic question. Results indicated that components writing time and length responses had distinctive, unique performance, also mediated cognitive (prior knowledge, working memory) motivational (intrinsic reading motivation) individual differences performance. Prior knowledge about affected performance directly well indirectly through engagement. The results highlight importance context assessment, both theoretical educational implications these are discussed.