La comprensión lectora es un proceso complejo en el que interactúan factores cognitivos, contextuales, motivacionales y emocionales. El presente estudio aborda la relación entre la comprensión lectora y las teorías personales sobre la inteligencia. Para dicho objetivo se evaluaron 267 alumnas y alumnos de 9 a 12 años de edad de dos escuelas de Mar del Plata, Argentina. Para la obtención de los datos se tomaron pruebas de comprensión lectora de textos narrativos y expositivos, y una escala de teorías sobre la inteligencia o tipos de mentalidad. Los resultados confirman que la Teoría Incremental, que supone que la inteligencia puede ampliarse por medio del esfuerzo y la práctica, se corresponde con un mayor nivel de comprensión lectora; a la vez que la Teoría de la Entidad, que considera que la inteligencia es un atributo estable, se correlaciona con una peor comprensión. La Teoría Incremental, en la medida en que ayuda a aceptar desafíos y a no desanimarse ante la dificultad, resulta favorecedora para alcanzar un aprendizaje tan laborioso y arduo como es la comprensión de textos. Además, se observaron diferencias de desempeño tanto en relación con el sexo de los participantes como con los tipos textuales.
Emotion Regulation (ER) has been identified as a factor that may be related to psychopathological symptoms. However, evidence about the relationship between ER and psychopathological symptoms is still unspecific. Moreover, although the ability of distress tolerance (DT) has gained increasing attention, it has not yet been sufficiently explored in relation to specific psychopathological symptoms. The aim of the study was to analyze the role of different specific ER mechanisms on various psychopathological symptoms, with particular emphasis on the role of DT. To do so, a correlational study was carried out. A total of 128 university students between 18 and 44 years old (mean age = 26.7, SD = 6.14) answered the Distress Tolerance Scale, the Difficulties in Emotion Regulation Scale and the Symptom Check List 90-Revised. For each psychopathological symptom (and for general distress), linear regression were applied. All models were statistically significant with differences in the amount of explained variance and in the predictors. DT predicted symptoms of depression, anxiety, obsessions and compulsions and general distress. The study highlights the importance of the different mechanisms of ER in each specific psychopathological symptom and their implications for mental health.
The aim of this study was to analyze the moderating effect of distress tolerance (DT) on the relationship between executive functions and academic performance (AP). Participants were 270 children aged 9–12 years. Executive functions (EFs)—working memory (WM), inhibition, and cognitive flexibility—and DT were evaluated using computerized tasks. Direct measures of reading comprehension and mathematical calculation, as well as school grades, were used to assess AP. Results showed that verbal WM and cognitive flexibility were positively associated with reading indicators, but to a greater extent among children with medium and low DT. A positive association was found between visuospatial WM, and a mathematical indicator, to a greater extent among children with medium and low DT. The EFs did not show explanatory capacity for AP in children with high DT. These results suggest that DT could function as a “compensatory” resource.
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