Two aspects of psychological functioning in undergraduates with a history of reading difficulties: anxiety and self-efficacy

Elgendi, Mariam M.; Stewart, Sherry H.; MacKay, Elizabeth; Deacon, S. Hélène

doi:10.1007/s11881-021-00223-3

Cited by 17 publications

(15 citation statements)

References 85 publications

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“…Reading anxiety-negative emotional, cognitive, and physiological reactions to reading (Jalongo and Hirsh, 2010;Piccolo et al, 2017)-has received little attention (Piccolo et al, 2017). Prior research has mostly focused on relations between reading and general or trait anxiety, with higher levels of anxiety among adults and children with reading disabilities compared to typical readers (Casey et al, 1992;Carroll et al, 2005;Carroll and Iles, 2006;Grills-Taquechel et al, 2012;Grills et al, 2014;Elgendi et al, 2021;Hossain et al, 2021). Other socio-emotional characteristics of reading, including motivation, have received comparatively more attention.…”

Section: Introductionmentioning

confidence: 99%

Anxiety, Motivation, and Competence in Mathematics and Reading for Children With and Without Learning Difficulties

et al. 2021

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Knowledge of the relations among learners' socio-emotional characteristics and competencies as they engage in mathematics and reading is limited, especially for children with academic difficulties. This study examined the relations between anxiety, motivation, and competence in mathematics and reading, within and across domains, in an academically-diverse set of 8–13-year-old learners (n = 146). To measure anxiety and motivation across domains, we paired existing measures of math anxiety and reading motivation with researcher-developed analogs for reading anxiety and math motivation. Participants completed standardized assessments of mathematics and reading, anxiety and motivation surveys for math and reading, and a measure of nonverbal cognitive ability. Results showed high internal consistency for all anxiety and motivation scales (Cronbach's alpha = 0.76–0.91). Pearson correlations showed that within and across domains, participants with higher competence had lower anxiety and higher motivation. Higher anxiety was also associated with lower motivation. Regression analyses showed that for both math and reading, within-domain motivation was a stronger predictor of competence than anxiety. There was a unidirectional across-domain relation: socio-emotional characteristics for reading predicted math competence, after accounting for nonverbal cognitive ability, age, gender, and within-domain anxiety and motivation. Results contribute to knowledge of the socio-emotional characteristics of children with and without learning difficulties in association with reading and math activities. Implications of a unidirectional socio-emotional link between the two domains can advance research and theory of the relations among socio-emotional characteristics and competence for academically-diverse learners.

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Section: Introductionmentioning

confidence: 99%

Anxiety, Motivation, and Competence in Mathematics and Reading for Children With and Without Learning Difficulties

et al. 2021

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“…As such, it appears that poor readers experience negative self-perceptions specific to their experienced difficulties, such as reading, writing, spelling, literacy, and academic self-concept (Gibby-Leversuch et al, 2021;McArthur et al, 2020). Consistent with this, university students with a history of reading difficulties report higher academic anxiety than those without (Elgendi et al, 2021). As seen with academic self-concept, this academic anxiety may be further localised to specific anxiety regarding reading known as reading anxiety--a specific situational subtype of anxiety experienced by poor readers (Zbornik, 1988;Zbornik & Wallbrown, 1991)--that is considered distinct from general anxiety, an emotion involving apprehension towards anticipated misfortune, danger, or catastrophe (American Psychiatric Association, 2020).…”

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confidence: 74%

“…T A B L E 3 Distribution of reading comprehension subscale scores.Note: Minimum score for all subscales = 0, maximum score on knowledge subscale = 7, maximum score for vocabulary and inference-making subscales = 4.T A B L E 2Reading history was considered another index of 'reading' as it reflects a subjective measure of students' current reading experiences. Furthermore, a history of reading difficulties has previously been associated with poor academic achievement(Bergey et al, 2017) and higher academic anxiety(Elgendi et al, 2021) amongst university students, supporting its consideration in the mediation model.1.2.2 | Reading anxietyRAT-AReading anxiety was measured using the novel Reading Anxiety Test for Adults (i.e., RAT-A;Francis et al, 2020a) adapted from the Reading Anxiety Test for Children (i.e., RAT-C;Francis et al, 2020b). The RAT-A contains 42 questions on current reading anxiety.…”

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confidence: 92%

Does reading anxiety impact on academic achievement in higher education students?

et al. 2023

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Poor readers have lower academic achievement and increased anxiety, including reading anxiety, which may perpetuate lower academic achievement. We explored reading anxiety in university students, investigating whether the association between reading ability and academic achievement is mediated by reading anxiety (independent of general anxiety). Participants were students (n = 169, 69% female, age = 20.70) at an Australian university who completed an online reading assessment (decoding skills, phonological awareness, orthographical knowledge and comprehension), and a survey examining reading anxiety, trait anxiety and self‐reported reading history. Academic achievement was based on university grades. Two reading anxiety factors (social and non‐social) were identified; both factors were distinct from trait anxiety. Reading ability was negatively correlated with reading anxiety and positively correlated with academic achievement. Reading anxiety was not correlated with academic achievement and it did not mediate the relationship between reading ability and academic achievement as expected. As this was the first study to explore reading anxiety in adults, further research is required to determine the impact reading anxiety may have on university students beyond academic achievement.

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“…There is a significant change between research from 2002 to 2011 and research from 2012 to 2021, this is indicated by keywords on the topic of academic anxiety research which is heavily influenced by the covid-19 pandemic. During the COVID-19 pandemic, many students experienced academic anxiety, one of the causes was not having a resilient spirit when they encountered problems, therefore a resilient spirit must be formed so that students can continue to carry out learning in conditions of the COVID-19 pandemic (Elgendi et al, 2021;Jia et al, 2021). Teachers in schools have a role to provide emotional support to students where this is one of the things that will support students' academic achievement (Commodari & La Rosa, 2021;Fiorilli et al, 2020;Romano et al, 2020).…”

Section: Resultsmentioning

confidence: 99%

Development of Literature Academic Anxiety From 2002-2021: A Bibliometric Analysis Approach

Azhari

Saepulmilah

Meita

2022

IJE

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Bibliometric analysis is a statistical tool that is useful for visualizing developments in the field of science to be used as a tool in finding research gaps. This study aims to create a visualization map on the topic of academic anxiety research which includes the development of keywords and popular authors. The database in this study was obtained from dimensions.ai and took data from 2002 to 2021 which was then divided into two ten-year periods. The results of the bibliometric analysis from 2002-2011 contained 6 clusters and 66 keyword items and citation authors with 26 clusters and 59 items. Meanwhile, the results of the bibliometric analysis of the database from 2012-2021 contained 66 items and 8 clusters for popular keywords, while 21 items and 11 clusters for citation authors.

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Two aspects of psychological functioning in undergraduates with a history of reading difficulties: anxiety and self-efficacy

Cited by 17 publications

References 85 publications

Anxiety, Motivation, and Competence in Mathematics and Reading for Children With and Without Learning Difficulties

Anxiety, Motivation, and Competence in Mathematics and Reading for Children With and Without Learning Difficulties

Does reading anxiety impact on academic achievement in higher education students?

Development of Literature Academic Anxiety From 2002-2021: A Bibliometric Analysis Approach

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