Inhibition and Reading Comprehension in Adolescents with and without Histories of Language Difficulties

Language and Speech ◽

10.1177/00238309211039256 ◽

2021 ◽

pp. 002383092110392

Author(s):

Rebecca Parker

Keyword(s):

Reading Comprehension ◽

Language Comprehension ◽

Attentional Control ◽

Self Regulation ◽

Regression Analyses ◽

Language History ◽

Language Difficulties ◽

Eighth Grade Students ◽

Students With Ld

This study sought to determine if the inhibitory construct of executive function (EF) and self-regulation (SR) contributes unique variance to reading comprehension (RC) beyond word recognition/decoding (WR/D) and language comprehension (LC), and if the contribution differs according to language history. Thirty-two sixth, seventh, and eighth grade students participated in this study. Seventeen students had language difficulties (LD) and fifteen students had typical language histories (LH). Participants were given a battery of RC, LC, WR/D, and inhibition (attentional control and interference) measures. Hierarchical multiple regression analyses and tests for moderation effects were used to explore the contribution of each variable to RC. Inhibition contributed significant variance to RC in addition to the variance accounted for by LC and WR/D in adolescent learners. Inhibition contributed a greater proportion of variance to RC for students with typical LH than for students with LD. Advancing the understanding of the role of inhibition in EF, SR, and RC may support early identification efforts and drive the development of interventions that effectively target RC deficits.

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The role of self-control, self-efficacy, metacognition, and motivation in predicting school achievement

Psihologija ◽

10.2298/psi180202027d ◽

2019 ◽

Vol 52 (1) ◽

pp. 35-52

Author(s):

Vladimir Dzinovic ◽

Rajka Djevic ◽

Ivana Djeric

Keyword(s):

Self Efficacy ◽

Structural Model ◽

School Achievement ◽

Self Regulation ◽

Self Control ◽

Future Research ◽

Self Regulated Learning ◽

Regulated Learning ◽

Eighth Grade Students

Self-control and self-regulated learning refer to those processes and strategies whereby individuals exert agency in facing educational demands. This study tested a structural model which predicts that self-control has direct effect on school achievement, as well as mediated by metacognitive self-regulation, academic self-efficacy, and regulatory motivational styles as the variables related to self-regulated learning. The research was carried out on a stratified random sample of 575 eighth grade students. It was shown that the effect of self-control on achievement is mediated by self-efficacy. In other words, students who have heightened selfcontrol and believe in their own ability to meet school demands will be successful in school regardless of the complexity of their learning or whether they are autonomously motivated. The implications of such a finding were considered, as well as the limitations of the research and the indications for future research.

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How Does Ritualized Behavior Lower Anxiety? The Role of Cognitive Load and Conscious Preoccupation in Anxiety Reduction

Studies in Logic, Grammar and Rhetoric ◽

10.2478/slgr-2020-0019 ◽

2020 ◽

Vol 62 (1) ◽

pp. 187-205

Author(s):

Aneta Niczyporuk

Keyword(s):

Cognitive Control ◽

Attentional Control ◽

Self Regulation ◽

Underlying Mechanism ◽

Anxiety Reduction ◽

Long Run ◽

Paradoxical Effects ◽

Control Load ◽

Anxiety Levels

Abstract Although rituals are believed to lower anxiety, the underlying mechanism of anxiety reduction has not been explained well enough. According to Boyer and Liénard (2006), ritualized behavior decreases the anxiety levels because it swamps working memory. This blocks anxious thoughts’ access to consciousness. As a result, ritualized behavior lowers anxiety temporarily but maintains it in the long run. In the article, I analyze what processes should be engaged in ritualized behavior to bring the aforementioned outcomes. I propose that ritualized behavior has anxiolytic properties if it preoccupies consciousness without placing too many demands on cognitive control. While conscious preoccupation with ritualized behavior should reduce anxiety, cognitive control load related to efforts to concentrate on ritualized behavior may bring immediate paradoxical effects of self-regulation, i.e., anxiety increases. Moreover, since anxiety disrupts attentional control capabilities, ritualized behavior should not be too cognitively demanding if an anxious person is to perform it.

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THE ROLE OF ACHIEVEMENT GOALS IN MOTIVATIONAL REGULATION AND FLOW IN LEARNING

Psychological Applications and Trends 2021 ◽

10.36315/2021inpact037 ◽

2021 ◽

Author(s):

Tajana Ljubin-Golub ◽

Keyword(s):

Achievement Goals ◽

Self Regulation ◽

Self Report ◽

Regression Analyses ◽

Motivation For Learning ◽

Self Talk ◽

Motivational Regulation ◽

The Relationship ◽

Mastery Approach

"Appropriate self-regulation in motivation and experiencing flow in learning and other academic activities are important factors for success in study and psychological wellbeing. Previous studies suggested that achievement goals have role in student’s motivation for learning, but there is only partial knowledge regarding the role of achievement goals in motivational regulation and academic flow. The aim of this study was to explore: a) the role of achievement goals in motivational self-regulation and study-related flow; b) the incremental role of mastery self-talk motivational strategy in academic flow over the mastery-approach goal; c) the mediating role of mastery self-talk motivational strategy in the relationship between mastery-approach goal and academic flow. It was expected that both mastery-approach goal and mastery self-talk motivational strategy will have positive and incremental role in academic flow, and that the relationship between mastery-approach goal and academic flow would be mediated through using motivational strategy of mastery self-talk. The participants were 113 university undergraduate students studying mathematics (M= 20 years, 61% females). Self-report questionnaires assessing achievement goals, strategies used for self-regulation of motivation, and study-related flow were applied. Data analysis included regression analyses and mediational analyses. Regression analyses revealed that personal goal achievements explained 43% of variance in mastery self-talk strategy, 32% of variance in performance-approach self-talk strategy, 18% of variance in performance-avoidance self-talk strategy, 11% of variance in environmental control strategy, 7% of variance in self-consequating strategy, and 10% of variance in proximal goal strategy. Personal achievement goals explained 45% of variance in academic flow. Mastery-approach goal was predictive for explaining individual variance in most of positive motivational strategies and academic flow. In line with hypothesis, it was found that mastery self-talk mediated the relationship between mastery-approach goal and flow. The results underscore the importance of adopting mastery-approach goal and using mastery self-talk strategy in order to experience study-related flow."

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Metacognitive Strategies for Reading Comprehension in Basic Education Students

Asian Journal of Education and Social Studies ◽

10.9734/ajess/2021/v14i430362 ◽

2021 ◽

pp. 34-46

Author(s):

Zoila Isabel Tamayo Navarro

Keyword(s):

Reading Comprehension ◽

Basic Education ◽

Self Regulation ◽

Metacognitive Strategies ◽

Flow Diagram ◽

Education Students ◽

School Students ◽

Scientific Investigations ◽

Development Phases

The objective of this review article was to determine how metacognitive strategies improve reading comprehension in Basic Education students, for which it was proposed to search for and select the recent scientific investigations regarding metacognitive strategies and reading comprehension. Sixty papers published between 2015 and 2020 in indexed journals that address metacognitive strategies and reading comprehension were analyzed. For the choice of articles, four tables were used aligned to what was established in the flow diagram of the Prisma protocol. It was found that 70% of articles were based on metacognition theory, 15% on constructivist theory and the other 15% on other theories. It was evidenced that 50% of the studies belong to South America, while 25% to Asia and 25% to Europe. Metacognitive strategies help improve reading comprehension in elementary school students, favor self-regulation during the reading process. The role of teachers is very important for the use of appropriate and diverse strategies, techniques in order to strengthen learning and reading comprehension. The problem of reading comprehension is also manifested in the study of foreign languages. The application of metacognitive strategies programs or workshops highly favored reading comprehension, and their application in the reading development phases were planning, supervision and evaluation, which helped to significantly improve the comprehension of texts.

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