Reading and writing: what is the relationship with anxiety and depression?

Abstract

Learning can be considered a function of synthesis in which both cognitive functioning and the domain of affectivity convey. The aim of the present study was to investigate how specific literacy skills, i.e., reading and writing, relate to two main dimensions of negative affectivity, i.e., anxiety and depression. Study 1 was conducted on third grade children (72), while Study 2 focused on first grade children (43). Two groups of participants selected because they had been deemed 'at risk' for the development of anxiety or depression and a control group were compared in reading and writing tasks, which included both word and non-word lists. The assessment included also the evaluation of Verbal, Nonverbal and Composite IQs. Results indicated that children 'at risk' for depression made more spelling errors in dictation of words in comparison to the control group. No differences emerged in reading tasks or with reference to the group of children 'at risk' for anxiety.School learning is a complex process. Although it is based on specific cognitive competences, it develops in interaction with other factors, for example learning contexts, personal experience, social competences and affective development. Greater attention to the relationship between emotional and cognitive states might allow for a more in-depth knowledge of the learning process and of the factors that can hinder its development, making it possible to lessen the gap between cognitive and affective research areas which have remained in opposition for too (Stein & Young, 1992).

Relationships between social support sources and early adolescents' mental health: The moderating effect of student achievement level

“…Further, an understanding of how the adverse effects of unsupportive social relationships can be mitigated within the school setting is needed. Given the positive association between academic achievement and subjective well‐being (Kirkcaldy et al, 2004; Suldo & Shaffer, 2008), the inverse link between achievement and psychopathology (Benner, Nelson, Allor, Mooney, & Dai, 2008; Bonifacci, Candria, & Contento, 2008), and the potential protective nature of academic achievement (Carlton et al, 2006), examining the role achievement plays in the relationship between social support and psychological outcomes in adolescents has merit.…”

Do anxiety and English proficiency level affect writing performance in second language (L2) learning?

“…Changes to specific areas such as the cognitive or affectivity system can lead to emotional disturbances which may affect the learning process (Bonifacci, Candria and Contento 2008;Zhang 2013). …”

“…Thus, there are identifiable differences between learners according to their levels of reading proficiency in relation to anxiety. The correlation established between these skills concerns how emotional disturbance could affect the development of anxiety (Bonifacci et al 2008). These skills require the development of cognitive abilities suitable for understanding texts.…”

“…These skills require the development of cognitive abilities suitable for understanding texts. For the foreign language learner engaged in reading and writing, the interaction of cognitive skills with emotional conditions (avoiding negative affectivity and disturbances which predispose learners to suffer anxiety) is a determinant factor (Bonifacci et al 2008). Thus, in order to achieve success in the foreign language classroom, solid writing and reading abilities in the student's first language (L1) assure success: "superior writing ability combined with reading skills is an advantage in achieving academic success."…”

“…This is a less specific skill in contrast to the others. At certain stages of development, such as during childhood and adolescence, cognitive resources are not fully developed; when combined with other possible disturbances that an adolescent might experience, this can lead to academic failure, as many scholars, including Bonifacci et al (2008) and Grant (2013), have pointed out. Due to the fact that learning results from the interaction of specific cognitive skills and may be influenced by emotional conditions, affectivity can have a detrimental effect on a student's ability to retrieve and produce verbal information, as in the case of the development of reading skills.…”