Effects of a visible author in statistical texts.

The effects of a visible author (one who reveals aspects of him- or herself) on women's experience reading statistical texts were examined among 47 female college students who read texts that differed in the extent to which the author revealed attitudes and personality. Data included «think-and-feel-aloud» protocols, measures of concentration, mood, level of perceived challenge, and readers' images of the author. Women reading the visible author text interacted with the author while reading; this relationship appeared to influence the relations among comprehension, motivation, and affective response. For these women, author image and initial self-efficacy for statistics were related to cognitive engagement, feelings of accomplishment, and intrinsic motivation. Implications for text construction and methodology in research on the interaction of cognition and affect during learning tasks are discussed