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 12 publications

(11 citation statements)

References 85 publications

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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%

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

et al. 2023

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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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“…Some of these studies have reported issues regarding reading difficulties encountered by students worldwide, such as poor comprehension, lack of world knowledge, and less use of metacognitive skills (Bakkaloglu, 2020;Zarei, 2018). Elgendi et al (2021) reveal that students' reading difficulties may constrain students to experience problems associated with psychological functions, including reading anxiety, procrastination, and self-efficacy. Bandura (1997) argues that reading difficulty is a major factor affecting students' reading achievements, self-efficacy levels, and reading motivation.…”

Section: Introductionmentioning

confidence: 99%

Confronting the difficult challenges of academic reading of Indonesian graduate students through the lens of self-efficacy and metacognitive strategies

Sulistyawati

Mbato

2022

J. Eng. Foreign. Lang.

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Students’ self-efficacy and reading strategies have been globally investigated. However, there is a limited number of studies in Indonesia that examined the correlation between self-efficacy and metacognitive reading strategies. This study aimed to find out the correlation between students’ self-efficacy and metacognitive reading strategies, their perceptions of self-efficacy, and their metacognitive strategies. This mixed-method study used a Likert scale questionnaire and interview to collect the data. From the quantitative data analysis, the results show that there is a positive correlation between students’ self-efficacy and metacognitive reading strategies of the Indonesian graduate students, which was significant at the 0.01 level (r = .970, n = 33). The students used the most metacognitive strategies in every stage of reading to a high degree. They also shared different strategies used when students encountered difficulties (St. 5, M=4.12). From the qualitative data analysis, the students applied four different strategies for each reading stage. They also shared the different reasons concerning the use of metacognitive reading strategies. This current study offers one major implication. Since the students’ levels of self-efficacy are affected by extrinsic aspects, teachers need to develop a professional identity that enables them to support students in developing self-beliefs and metacognitive reading strategies.

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

Cited by 12 publications

References 85 publications

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

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

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

Confronting the difficult challenges of academic reading of Indonesian graduate students through the lens of self-efficacy and metacognitive strategies

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