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

Bal, P. Matthijs; Butterman, Olivia S.; Bakker, Arnold B.

doi:10.1037/a0025416

Cited by 31 publications

(19 citation statements)

References 62 publications

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“…When a reader is not able to identify with a fictional narrative and does not become transported, this might lead to disengagement, with the reader being distracted and frustrated. When readers disengage from what they read, they possibly become more self-centered and selfish in order to protect the sense of self in relation to others [17]. Yet, these results are important, because previous research has claimed that fiction reading has positive effects [6]–[7], while we are amongst the first who also show that fiction reading might have negative effects, when readers do not become transported, and hence, disengage from literature.…”

Section: Discussionmentioning

confidence: 70%

“…First, and most importantly, the current study followed the transportation framework of Gerrig [12], [17] to postulate specific predictions of the conditions under which fiction experience relates to outcomes. We have shown that emotional transportation influences the reactions toward fiction reading in terms of changes in empathy.…”

Section: Discussionmentioning

confidence: 99%

“…The central focus of the narrative mode is believability, as assessed by the reader. This narrative mode of thinking is best represented by fictional literature [17]. Fiction focuses on believability; a fictional text is not assessed on its consistency as is the case in non-fiction, but rather on whether it establishes verisimilitude, or truthlikeness [16], [18].…”

Section: Introductionmentioning

confidence: 99%

“…However, nonfictional logico-scientific thinking will not be able to elicit those feelings [16], [19]. Fictional narratives present characters, events and the setting of a story in such a way that the reader can become transported and hence change through the narrative [17], [20].…”

Section: Introductionmentioning

confidence: 99%

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How Does Fiction Reading Influence Empathy? An Experimental Investigation on the Role of Emotional Transportation

Bal¹,

2013

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The current study investigated whether fiction experiences change empathy of the reader. Based on transportation theory, it was predicted that when people read fiction, and they are emotionally transported into the story, they become more empathic. Two experiments showed that empathy was influenced over a period of one week for people who read a fictional story, but only when they were emotionally transported into the story. No transportation led to lower empathy in both studies, while study 1 showed that high transportation led to higher empathy among fiction readers. These effects were not found for people in the control condition where people read non-fiction. The study showed that fiction influences empathy of the reader, but only under the condition of low or high emotional transportation into the story.

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Section: Discussionmentioning

confidence: 70%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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How Does Fiction Reading Influence Empathy? An Experimental Investigation on the Role of Emotional Transportation

Bal¹,

2013

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“…This may have important implications for the potential of using literature in specific environments, for example, teachers' professional development (Kooy, 2006), people's professional behavior in general (Bal, Butterman & Bakker, 2011), and domainspecific education in literary studies (e.g., Fialho, Zyngier & Miall, 2011;Fialho, Miall & Zyngier, 2012) as well as the secondary literature classroom that forms the context for the present study.…”

Section: Reading Literary Fiction: Changes In Self and Social Perceptmentioning

confidence: 99%

The impact of literature education on students' perceptions of self and others: Exploring personal and social learning experiences in relation to teacher approach

Schrijvers¹,

Janssen²,

Fialho³

et al. 2016

L1 Educational Studies in Language and Literature

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The Dutch Institute for Curriculum Development argues that literature education is important for broadening students' personal, social and cultural horizons. Indeed, reading literary fiction may alter readers' self-and social perceptions, but little is known about whether adolescents gain such personal and social insights through reading in the secondary literature classroom, nor about how these perceived learning outcomes are related to their teachers' approaches to various aspects of literature teaching. Thus, the aims of this study were to examine the impact of literature education on students' self-and social perceptions and to explore relationships between students' learning experiences and their teachers' classroom practices. Dutch students (N=297, grades 10-12) wrote a learner report about what they learned about themselves and other people through literature education, and completed a measure on familiarity with fiction. Their teachers (N=13) completed the Teachers' Approaches to Literature Education Questionnaire (TALE-Q), which indicated more analytical-interpretative or personal-experiential approaches to three 2 M. SCHRIJVERS, T. JANSSEN, O. FIALHO & G. RIJLAARSDAM aspects of teaching. Students of teachers with distinct approaches to these aspects were grouped to compare their learning experiences. Findings showed that nearly all students (99%) reported to have learned something about themselves and others through literature education, mainly personal characterizations of oneself and others, learning about oneself and others as literary readers, descriptions and evaluations of people's behaviors, and lessons for life. In addition, teachers' reports of more classroom interaction and student autonomy were related to students' more frequent reports of personal and social insights, but this may also partly be explained by students being more familiar with fiction and having a more positive attitude toward literary reading. Implications for personal and social learning in the literature classroom are discussed.

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The Key Practice, Building and Sharing Stories and Social Understandings: The Intrinsic Value of Narrative

Deane

Somasundaran

Lawless

et al. 2019

ETS Research Report Series

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One of the major goals of the English Language Arts is to teach students to read, understand, and write narratives. This report examines the ways in which the skills that support narrative develop during the school years, outlines a model of narrative as a “key practice” in which the ability to model social situations supports narrative understanding, and feeds into the ability to use stories to reflect about stories and the classes of social situations they represent. Narrative is important precisely because it helps people develop their understanding of the social world and reason about their place in it. Assessments of narrative reading and writing need to take this broader construct into account.

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

Cited by 31 publications

References 62 publications

How Does Fiction Reading Influence Empathy? An Experimental Investigation on the Role of Emotional Transportation

How Does Fiction Reading Influence Empathy? An Experimental Investigation on the Role of Emotional Transportation

The impact of literature education on students' perceptions of self and others: Exploring personal and social learning experiences in relation to teacher approach

The Key Practice, Building and Sharing Stories and Social Understandings: The Intrinsic Value of Narrative

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