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 (ORCID Raccanello, Daniela (ORCID 0000-0002-2810-7630); Burro, Roberto (ORCID Burro, Roberto (ORCID 0000-0002-4491-2015); Mason, Lucia (ORCID Mason, 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
  • 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:
      Physiology; Self Control; Short Term Memory; Reading Comprehension; Middle School Students; Grade 7; Metabolism; Executive Function; Anxiety
    • 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