The Interplay of Reading-Related Emotions and Updating in Reading Comprehension Performance

Autor/inn/en	Zaccoletti, Sonia; Altoè, Gianmarco; Mason, Lucia
Titel	The Interplay of Reading-Related Emotions and Updating in Reading Comprehension Performance
Quelle	In: British Journal of Educational Psychology, 90 (2020) 3, S.663-682 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zaccoletti, Sonia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12324
Schlagwörter	Emotional Response; Reading Comprehension; Grade 8; Reading Achievement; Cognitive Processes; Interaction; Cognitive Ability; Short Term Memory + Suchen Sie Ihr Suchwort? Emotionales Verhalten; Leseverstehen; School year 08; 8. Schuljahr; Schuljahr 08; Leseleistung; Cognitive process; Kognitiver Prozess; Interaktion; Denkfähigkeit; Kurzzeitgedächtnis
Abstract	Background: Reading comprehension can be considered the main learning activity. All learning experiences are infused with emotions; however, to date, few studies have focused on the role of emotional aspects in reading comprehension performance. The impact of emotions on academic achievement is thought to be mediated or moderated by cognitive aspects. Among them, working memory updating is an executive function that plays a crucial role in reading comprehension. Aims: This study aimed to investigate the relationships between reading-related emotions and reading comprehension performance. We also consider the role that updating may play in these relationships. Sample: Two hundred and eight 8th graders were involved in four sessions. Method: Students completed measures of achievement emotions specifically related to reading comprehension activity, updating, and reading comprehension performance. Gender and general cognitive ability were also considered as control variables. Mixed-effects models were used for statistical analyses. According to the Akaike information criterion (AIC; Akaike, 1974), we selected the most plausible model among a set of candidate models fitted to the same data. Results: Results showed that activating-negative emotions (i.e., anxiety, anger, and shame), deactivating-negative emotions (i.e., boredom and hopelessness), and updating are related with reading comprehension performance. Moreover, the interaction between activating-negative emotions and updating also emerged. When activating-negative emotions interact with low and moderate updating, students' reading comprehension performance gets worse. Conclusions: The study indicates the moderating role of a main cognitive ability in the link between reading-related emotions and reading comprehension performance. Strategies can be taught to improve students' ability to self-regulate negative emotions and to update information in working memory. (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