Online multiple-text comprehension is a key skill of the twenty-first century (Rouet & Britt, 2011), but the study of its relations with emotions in young students has been disregarded. A relevant emotion within technological contexts is boredom, an achievement emotion expected to be predicted by antecedents like control and value appraisals and to be associated to a negative performance (Pekrun & Linnenbrink-Garcia, 2014). Notwithstanding its documented domain-specificity, scarce attention has been paid to investigating these relations for reading with young students. In addition, little is known on the moderating role of cognitive abilities like word reading fluency on these relations. Therefore, we examined the relations between reading-related self-efficacy and task-value, reading-related boredom, and online multiple-document comprehension in primary school students, and the moderating role of word reading fluency. The participants were 334 fourth and fifth-graders. We evaluated their reading-related self-efficacy and task-value, reading-related boredom for the homework and test settings, word reading fluency, and online multiple-text comprehension. Through path analyses, we found that for both settings self-efficacy and task-value were negative antecedents of boredom. However, only test-related boredom was negatively linked to online multiple-text comprehension. In particular, only for students with high reading fluency, boredom mediated partially the relation between self-efficacy and online multiple-text comprehension, and fully the relation between task-value and online multiple-text comprehension. These findings can be a basis to ‘think tomorrow’s education’ focusing on motivational, emotional, and cognitive antecedents of critical literacy skills in the twenty-first century.
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