Reading Anxiety: An Early Affective Impediment to Children’s Success in Reading

Ramirez, Gerardo; Fries, Laura; Gunderson, Elizabeth A.; Schaeffer, Marjorie W.; Maloney, Erin A.; Beilock, Sian L.; Levine, Susan C.

doi:10.1080/15248372.2018.1526175

Cited by 56 publications

(73 citation statements)

References 76 publications

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“…This finding corroborates results from the Zbornik (1988) study using the original 45-item scale and contemporary research on reading anxiety (Katzir, Kim, & Dotan, 2018;Ramirez et al, 2019). The association between reading anxiety and reading performance reinforces the concept that the reading anxiety scale is measuring a concept associated with reading skills and highlights the importance of emotional aspects evaluation for a better understanding of school performance (Davis, Margolis, Thomas, Huo, & Marsh, 2018;Hendren, Haft, Black, White, & Hoeft, 2018;Jarrett, Black, Grills-Taquechel, & Ollendick, 2015;Katzir et al, 2018;Ramirez et al, 2019;Steinmayr et al, 2016). This study has limitations which we plan to overcome with future studies.…”

Section: Discussionsupporting

confidence: 87%

“…In order to assess specific performance anxieties, instruments have been developed in different languages (Alkhateeb, 2014;Baghaei, Hohensinn, & Kubinger, 2014;Hsiao, 2002;Ramirez et al, 2019). Nonetheless, studies evaluating reading anxiety have been focused mostly on specific disorders in second language learners individuals (L2) (Chow, Chiu, & Wong, 2017;Guimba & Alico, 2016;Mohammadpur & Ghafournia, 2015;Zheng & Cheng, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Translation and cross-cultural adaptation of the Brazilian version of the Reading Anxiety Scale: Short version

Piccolo

Giacomoni

Lima

et al. 2020

Estud. psicol. (Campinas)

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Reading anxiety refers to a negative emotional reaction to the reading process that causes the individual to avoid activities involving reading. To date, there are no instruments to evaluate this construct validated for Brazilian children. This study presents the cultural adaptation of the short version of the Reading Anxiety Scale and the study of its psychometric properties. The adaptation was conducted following standardized procedures: translation of the instrument into Brazilian Portuguese; synthesis of translated versions; evaluation by expert referees; evaluation of the instrument by the target audience; back-translation; pilot study with a clinical sample; preparation of the Reading Anxiety Scale short version; pilot study with typically developed children and the instrument psychometric properties. Factor analisys was used to reduce the number of items of the original scale. The studies of internal consistency and convergent validity suggest initial evidence of validity for the use of this instrument to investigate reading anxiety in Brazilian children.

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Section: Discussionsupporting

confidence: 87%

Section: Introductionmentioning

confidence: 99%

Translation and cross-cultural adaptation of the Brazilian version of the Reading Anxiety Scale: Short version

Piccolo

Giacomoni

Lima

et al. 2020

Estud. psicol. (Campinas)

View full text Add to dashboard Cite

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“…Follow up research should examine whether early performance around spatial relevant tasks contributes to growth in spatial anxiety or whether spatial anxiety derails the student performance outcomes for spatial tasks. Recent research in the comparable domain of math anxiety (e.g., Foley et al, 2017), leads us to theorize that there is likely a bidirectional relation between spatial anxiety and performance on spatial tasks with some work suggesting the ability to anxiety relation is likely stronger than the anxiety to ability relation (Gunderson, Park, Maloney, Beilock, & Levine, 2017;Ma & Xu, 2004;Ramirez, Fries, et al, 2017;Ramirez et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

Spatial anxiety: A novel questionnaire with subscales for measuring three aspects of spatial anxiety

et al. 2018

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Spatial skills are a strong predictor of achievement and pursuit of employment in STEM fields. However, some individuals experience anxiety arising from situations that require performing spatial tasks in an evaluative context, and as a result, may avoid spatial related mental activities and exposure to spatially relevant experiences. We sought to generate and validate an instrument capable of reliably measuring individual differences in experiences of spatial anxiety. We developed a spatial anxiety data-driven approach, wherein an exploratory factor analysis was conducted within the framework for different types of spatial skills outlined by Uttal et al. (2013; https:// doi.org/10.1037/a0028446). In Study 1, factor analyses revealed that items loaded on three factors that corresponded well with some of the most common spatial abilities that have been discussed in the broader literature: navigation, mental-manipulation and imagery. The three subscales were high in internal reliability and between-scale selectivity. Study 2 then established that external validity was good for the navigation and manipulation subscales: higher anxiety ratings uniquely predicted lower objective performance and lower attitude/ability ratings on established measures within the respective subdomains. External validity was acceptable for the imagery subscale, uniquely predicting lower attitude/ability ratings on an established spatial imagery questionnaire. The overall result is an empirically validated Spatial Anxiety scale for use with adults that also respects the multifaceted nature of spatial processing. This questionnaire has the potential to provide a more comprehensive screening tool for spatial anxiety, and is a step toward identifying potential barriers to STEM education.

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“…Furthermore, girls tend to read more frequently than boys (Schaffner, Schiefele, & Ulferts, 2013), have higher reading motivation (Schaffner et al, 2013), and rate their language abilities more positively than boys (Durik, Vida, & Eccles, 2006). Additionally, reading disabilities are more frequent in boys than in girls (Rutter et al, 2004) and boys are more susceptible to the reciprocal damaging effects of reading anxiety on reading achievement (Ramirez et al, 2019). Because reading is important for academic success and participation in society, the lower performance of boys is a central issue in educational research.…”

Section: Gender Differences In Readingmentioning

confidence: 99%

Beware of Stereotypes: Are Classmates’ Stereotypes Associated With Students’ Reading Outcomes?

2020

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This study examined the associations between classmates’ reading‐related gender stereotypes and students’ reading self‐efficacy, self‐concept, motivation, and achievement. Our sample consisted of 1,508 fifth‐grade students (49% girls; age: 10.89 years); data were collected at two time points. Multilevel analyses yielded two main results: First, there was a relation between students’ individual reading‐related gender stereotypes and their reading self‐concept, self‐efficacy, and motivation with boys experiencing negative and girls experiencing positive effects. Second, a contextual effect was found: after controlling for students’ individual reading‐related gender stereotypes, classmates’ gender stereotypes were negatively related to all of the boys’ reading outcomes. The results provide evidence for the assumption that classmates are important communicators of gender stereotypes and that they reinforce conforming behaviors.

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Reading Anxiety: An Early Affective Impediment to Children’s Success in Reading

Cited by 56 publications

References 76 publications

Translation and cross-cultural adaptation of the Brazilian version of the Reading Anxiety Scale: Short version

Translation and cross-cultural adaptation of the Brazilian version of the Reading Anxiety Scale: Short version

Spatial anxiety: A novel questionnaire with subscales for measuring three aspects of spatial anxiety

Beware of Stereotypes: Are Classmates’ Stereotypes Associated With Students’ Reading Outcomes?

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