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<p>Two experiments investigated the effects of task instructions and environmental setting on undergraduate students’ multiple document reading strategies and their use of information in written messages. Participants studied a set of four digital documents under a moderate time constraint in order to write a message either for an academic or a personal purpose. Half of the participants completed the task in a university room, whereas the other half completed the task from home. Working from home for a personal purpose decreased time on task and participants’ attention to the most informative documents. Students working for a personal purpose were more likely to refer to themselves and to articulate an opinion on the topic of interest in their messages, whereas those working for an academic purpose made more references to the information sources. Experiment 2 replicated most of the findings with a modified procedure in which participants wrote their messages from memory. In addition, Experiment 2 found that students working for an academic purpose and/or at the university had a more accurate memory for who said what in the documents. The results support a purposeful approach of reading whereby self-regulation is governed by readers’ understanding of explicit and implicit task demands.</p>

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“There’s no place like home”: combined effects of instructions and environmental setting on college students’ multiple document reading strategies

  • 期刊论文

  • 发表日期：

    2026年6月18日

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  • Jean-François Rouet,
  • Cornelia Schoor,
  • Jean Pylouster,
  • M. Anne Britt

摘要

Two experiments investigated the effects of task instructions and environmental setting on undergraduate students’ multiple document reading strategies and their use of information in written messages. Participants studied a set of four digital documents under a moderate time constraint in order to write a message either for an academic or a personal purpose. Half of the participants completed the task in a university room, whereas the other half completed the task from home. Working from home for a personal purpose decreased time on task and participants’ attention to the most informative documents. Students working for a personal purpose were more likely to refer to themselves and to articulate an opinion on the topic of interest in their messages, whereas those working for an academic purpose made more references to the information sources. Experiment 2 replicated most of the findings with a modified procedure in which participants wrote their messages from memory. In addition, Experiment 2 found that students working for an academic purpose and/or at the university had a more accurate memory for who said what in the documents. The results support a purposeful approach of reading whereby self-regulation is governed by readers’ understanding of explicit and implicit task demands.