Reading Self-Efficacy in College Students with Mild Traumatic Brain Injury

Autor/in	Pei, Yalian
Titel	Reading Self-Efficacy in College Students with Mild Traumatic Brain Injury
Quelle	(2023), (47 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Georgia
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3796-8796-0
Schlagwörter	Hochschulschrift; Dissertation; Brain; Injuries; Self Efficacy; Reading Habits; Social Media; Computer Mediated Communication; Metacognition; Assignments; Reading Comprehension; Student Motivation; Social Emotional Learning; Students with Disabilities; Reading Attitudes; Reading Rate; Correlation; Student Attitudes; Reading Motivation; Symptoms (Individual Disorders); Reading Ability; Vocabulary Skills; Psychomotor Skills + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Gehirn; Self-efficacy; Selbstwirksamkeit; Reading habit; Lesegewohnheit; Soziale Medien; Computerkonferenz; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Assignment; Auftrag; Zuweisung; Leseverstehen; Schulische Motivation; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Reading behavior; Rading behaviour; Leseverhalten; Reading readiness; Reading speed; Lesegeschwindigkeit; Korrelation; Schülerverhalten; Lesemotivation; Psychiatrische Symptomatik; Reading competence; Lesekompetenz; Aktiver Wortschatz; Psychomotorische Aktivität
Abstract	One in seventy-five college students sustains at least one mild traumatic brain injury (mTBI) each academic year. Individuals with TBI, including mTBI, tend to have difficulties with passage comprehension and reading rate, along with reporting reading to be effortful. As reading is fundamental to students' academic success, contributors to reading difficulties should be better understood to support student learning after injury. Limited studies have examined changes in socio-emotional processing toward reading following TBI, despite close relationships between actual reading performance and self-efficacy, motivation, and self-regulation. Therefore, the current mixed-methods study examined reading self-efficacy sources, reading habits, and associations between reading self-efficacy and reading performance in college students with and without mTBI. Based on 1587 eligible responses from neurotypical students and 229 from students with mTBI, there were no differences in daily reading habits between groups, where students were more likely to read emails, texts, and social media on a daily basis, followed by assignments and lecture notes. Despite similar needs for daily reading and reading for school, students with mTBI tended to feel less enjoyment (F(1,1813)=11.56, p<0.001) towards reading. Overall current concussion symptom severity, especially convergence insufficiency symptoms ([beta]=-0.49, p<0.001, R[superscript 2]=0.24), were negatively associated with reading self-efficacy of students with mTBI. Lastly, reading self-efficacy demonstrated strong and positive correlations with general reading ability ([beta]=0.74, p=0.009, R[superscript 2]=0.50), vocabulary ([beta]=0.65, p=0.03, R[superscript 2]=0.35), and text-level reading rate ([beta]=0.67, p=0.02, R[superscript 2]=0.39) among students with mTBI. Results suggest that concussion symptoms, especially oculomotor disruptions, may trigger changes in reading self-efficacy post-mTBI. Decreased reading self-efficacy may further affect reading performance and attitudes towards reading, even in those with a remote history of mTBI. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01