Differentiate OMR instruction by motivational-emotional profile: autonomy support, relevance and mindset training, or strategy instruction with emotional regulation¶

Strategy · All strategies
Evidence · 5 claims (5 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 5 claims rest on one study

Description¶

The article concludes that educators should tailor OMR instruction to students' motivational-emotional profiles. For positive-profile students, "Educators should provide autonomy-supportive practices" to maintain their profile and performance; for moderate-profile students, personally relevant texts and growth mindset training to enhance tolerance for trial-and-error and persistence; for ambivalent-profile students, specific multimodal strategy instruction with emotional regulation support.

Design Implications¶

Context¶

Requirements¶

• Educators need timely insight into learners' motivational-emotional profiles and strategy use, which the article notes local public assessments currently do not provide

Constraints¶

• The recommendations derive from one study of 280 Hong Kong fourth graders and three public primary schools of medium socioeconomic status

Target Learners¶

• fourth-grade primary students in digital reading assessment contexts

Target Learning Goals¶

• online multimodal reading performance and adaptive strategy use

Affordances¶

• Caem Person Centered Omr Extension

Claims¶

• The ambivalent profile reported the highest OMR strategy use but achieved the lowest OMR performance, while the positive profile scored highest [+W]
• Ambivalent-profile students undervalued visual information and rigidly applied print-reading strategies, undermining their OMR comprehension [+W]
• The disorientation strategy negatively predicted OMR performance in the moderate and ambivalent profiles but not in the positive profile [+W]
• Strategy effectiveness varied across profiles: main idea selection helped only the ambivalent group and trial-and-error helped only the moderate group [+W]
• Hong Kong fourth graders' OMR self-efficacy and emotions form three distinct motivational-emotional profiles: positive, moderate, and ambivalent [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Zhu, S., Yao, Y., Cheong, C. M., & Zhu, X. (2026). Latent motivational-emotional profiles and their effects on strategy use and performance in online multimodal reading tasks: A mixed-methods investigation. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2026.102386