Reading with Induced Worry: The Role of Physiological Self-Regulation and Working Memory Updating in Text Comprehension

Autor/inn/en	Zaccoletti, Sonia; Raccanello, Daniela; Burro, Roberto; Mason, Lucia
Titel	Reading with Induced Worry: The Role of Physiological Self-Regulation and Working Memory Updating in Text Comprehension
Quelle	In: British Journal of Educational Psychology, 93 (2023), S.26-47 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zaccoletti, Sonia) ORCID (Raccanello, Daniela) ORCID (Burro, Roberto) ORCID (Mason, Lucia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12491
Schlagwörter	Physiology; Self Control; Short Term Memory; Reading Comprehension; Middle School Students; Grade 7; Metabolism; Executive Function; Anxiety + Suchen Sie Ihr Suchwort? Physiologie; Selbstbeherrschung; Kurzzeitgedächtnis; Leseverstehen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 07; 7. Schuljahr; Schuljahr 07; Stoffwechsel; Angst
Abstract	Background: An interplay of emotional and cognitive aspects underlies academic performance. We focused on the contribution of such interplay to text comprehension. Aims: We investigated the effect of worry on comprehension and the role of two potential moderators of this effect: physiological self-regulation as resting heart rate variability (HRV) and working memory updating. Sample: Eighty-two seventh graders were involved in a quasi-experimental design. Methods: Students read an informational text in one of two reading conditions: to read for themselves to know more (n = 46; low-worry condition) or to gain the highest score in a ranking (n = 36; high-worry condition). Students' resting HRV was recorded while watching a video of a natural scenario. The executive function of working memory updating was also assessed. After reading, students completed a comprehension task. Results: Findings revealed the moderating role of HRV in the relationship between induced worry and text comprehension. In the high-worry condition, students with higher resting HRV performed better than students who read under the same instructions but had lower HRV. In contrast, in the low-worry condition, students with higher resting HRV showed a lower performance as compared to students with lower HRV. Finally, working memory updating was positively related to text comprehension. Conclusions: Our findings indicate that the cognitive component of anxiety, that is, worry, plays a role in performing a fundamental learning activity like text comprehension. The importance of physiological self-regulation emerges clearly. In a condition of high worry, higher ability to regulate emotions and thoughts acts as a protective factor. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01