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Reading with Induced Worry: The Role of Physiological Self-Regulation and Working Memory Updating in Text Comprehension
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- Author(s): Zaccoletti, Sonia (ORCID
Zaccoletti, Sonia (ORCID 0000-0002-3090-3564 ); Raccanello, Daniela (ORCIDRaccanello, Daniela (ORCID 0000-0002-2810-7630 ); Burro, Roberto (ORCIDBurro, Roberto (ORCID 0000-0002-4491-2015 ); Mason, Lucia (ORCIDMason, Lucia (ORCID 0000-0001-7134-0510 )- Language:
English- Source:
British Journal of Educational Psychology. Apr 2023 93(1):26-47.- Publication Date:
2023- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: [email protected]; Web site: https://www.wiley.com/en-us
- Peer Reviewed: Y
- Source: 22
- Education Level: Junior High Schools
Middle Schools
Secondary Education
Elementary Education
Grade 7 - Subject Terms:
- Accession Number: 10.1111/bjep.12491
- ISSN: 0007-0998
2044-8279 - 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.
- Abstract: As Provided
- Publication Date: 2023
- Accession Number: EJ1374586
- Availability:
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