On Being Moved by Art: How Reading Fiction Transforms the Self

Djikic, Maja; Oatley, Keith; Zoeterman, Sara; Peterson, Rolf A.

doi:10.1080/10400410802633392

Cited by 162 publications

(104 citation statements)

References 28 publications

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“…Several recent studies suggest that this might indeed be the case. For example, in an experiment by Djikic, Oatley, Zoeterman, and Peterson (2009), participants read either the short story The Lady with the Dog by Chekhov or a documentary with the same content and completed the Big Five inventory before and after reading. Participants who had read the short story showed greater changes in their self-ratings of the Big Five personality traits (extraversion, conscientiousness, agreeableness, emotional stability/neuroticism, and openness to experience) than participants who had read the control story although the directions of these changes were idiosyncratic.…”

Section: Stories and The Selfmentioning

confidence: 99%

Stories can influence the self-concept

Richter

Appel

Calio³

2013

Social Influence

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Section: Stories and The Selfmentioning

confidence: 99%

Stories can influence the self-concept

Richter

Appel

Calio³

2013

Social Influence

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“…Through fiction people are sometimes confronted with information which is inconsistent with that what constitutes self-image and self-identity. Through a process of broadening of mental schemas, people modify themselves (Miall & Kuiken, 2002), and may have different moods, attitudes, and perceptions of their personality (Djikic et al, 2009). Thus, fictional narrative experiences provide highly relevant personal insights for people, and present a personal truth for the reader.…”

Section: Long-term Persistent Effects Of Fictional Narrative Experiencementioning

confidence: 99%

The Influence of Fictional Narrative Experience on Work Outcomes: A Conceptual Analysis and Research Model

Bal

Butterman²,

Bakker

2011

Review of General Psychology

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Fictional narrative experience is assumed to have a profound impact on human behavior, but the possible outcomes and the processes through which fictional narrative experience influence behaviors have rarely been studied. This paper introduces a model of the consequences of fictional narrative experience through transportation and transformation processes. We discuss a framework for understanding the effects of fictional narrative experience, distinguishing affective and behavioral effects, and temporality of effects (short-term or persistent). Exemplary outcomes of fictional narrative experience are presented, including recovery, creativity and interpersonal behavior. Finally, we propose that the effects of fictional narrative experience are dependent upon a person's frame of reference, as well the extent to which a reader can identify with the main characters, the perceived usefulness of a narrative, and degree of verisimilitude in the narrative.

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“…Recent trends in EFL teaching confirmed the necessity of integrating short stories in teaching due to their richness of authenticity of language use for developing students' micro and macro language skills. However, previous studies revealed that a number of researchers (Djikic, Oatley, & Carland, 2012;Djikic, Oatley, & Peterson, 2012;Djikic, Oatley, Zoeterman, & Peterson, 2009a ) have focused on the influence of teaching short stories on the reader's personality from psychological aspects regardless of the effect of fiction stories on developing communicative language skills. Some other studies concentrated on the effect of teaching short stories on the basic language skills, mainly, the learners' reading and writing skills (Murdoch, 2002;Thiyagarajan , 2014;and Özgür _en Bartan, 2017).…”

Section: Review Of Related Literaturementioning

confidence: 99%

Extent of Using Fiction Short Stories in Teaching English and their Effect on Primary Stage Students' Communicative Competence

Al-Sha'r

2017

IJL

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This paper attempted to trace the effectiveness of teaching fiction short stories on EFL learners' communicative competence in English at the primary stage at school level. More specifically, this study aimed to determine whether teaching fiction stories has any effect on EFL sixth grade learners' communicative competence or not. It also tried to investigate if language productive skills (speaking and writing) are improved due to discussing the elements of fiction stories orally or in writing. Furthermore, the study tended to identify which elements of fiction stories (character, setting, plot, conflict or theme) the learners focused on more in their communicative sessions as a result of reading fiction stories. The sample of the study consisted of 54 EFL learners at a private school in the primary stage who were already divided into two sections A and B (27 learners in each); and were assigned as control (A) and experimental (B) groups. A pre-post test was administered for both groups to test their communicative competency of oral and written skills. The findings revealed that using discussion sessions and activities about fiction stories has a positive impact on the learners' communicative competence. Participants who attended the communicative sessions performed better on certain elements of fiction stories than those in the control group. It was recommended that teaching fiction stories should be included in the curriculum for all stages at schools.

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On Being Moved by Art: How Reading Fiction Transforms the Self

Cited by 162 publications

References 28 publications

Stories can influence the self-concept

Stories can influence the self-concept

The Influence of Fictional Narrative Experience on Work Outcomes: A Conceptual Analysis and Research Model

Extent of Using Fiction Short Stories in Teaching English and their Effect on Primary Stage Students' Communicative Competence

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