Measuring Reading Anxiety in College Students

2021 ◽  
Author(s):  
Ashley Edwards ◽  
Mia Cristina Daucourt ◽  
Sara Ann Hart ◽  
Chris Schatschneider
Keyword(s):  
College Students ◽  
Individual Differences ◽  
Reading Fluency ◽  
Reading Ability ◽  
Math Anxiety ◽  
Reading Anxiety ◽  
Graded Response ◽  
Reading For Pleasure ◽  
Affective Experiences ◽  
Quick Estimate

Extensive research has been conducted on math anxiety, yet research on reading anxiety is extremely limited, despite similar affective experiences being reported by readers. The goal of the present study was to create a brief reliable scale for measuring reading anxiety in college students, a time when reading demands are particularly high. Results revealed individual differences in reading anxiety levels in a sample of 402 university students, showing reliable measurements from a 10 item scale. These individual differences were also shown to relate to reading fluency, reading self-concept, self-perception of reading ability compared to others, reading enjoyment, and reading for pleasure frequency. Furthermore, group differences in reading anxiety were observed between students with and without a known learning disability. How well each of the 10 items differentiated levels of reading anxiety were explored using a graded response model. The last item, which simply asked participants whether they had reading anxiety provided the most information to differentiate between those with medium and high amounts of reading anxiety. This item also correlated well with the total score suggesting this item may be a useful quick estimate of reading anxiety in college students.

scholarly journals Intensive summer intervention drives linear growth of reading skill in struggling readers

2017 ◽  
Author(s):  
Patrick M. Donnelly ◽  
Elizabeth Huber ◽  
Jason D. Yeatman
Keyword(s):  
Individual Differences ◽  
Struggling Readers ◽  
Reading Fluency ◽  
Reading Ability ◽  
Time Course ◽  
Intervention Program ◽  
Reading Skill ◽  
Individual Growth ◽  
Fluency And Comprehension ◽  
Initial Reading

An achievement of reading research has been the development of intervention programs for struggling readers. Most intervention studies employ a pre-post design, to examine efficacy, but this precludes the study of intervention-driven growth. Determining the time-course of improvement is essential for cost-effective, evidence-based intervention decisions. The goal of this study was to (a) analyze reading growth curves during an intensive summer intervention program and (b) characterize factors that predict individual differences in growth. A cohort of 37 children (6-12y) with reading difficulties (N = 21 with dyslexia diagnosis) were enrolled in 160 hours of intervention. We collected behavioral measures over 4 sessions assessing decoding, oral reading fluency, and comprehension. Data were analyzed using mixed-effects modeling to characterize growth and the moderating effect of individual differences (age, IQ, phonological awareness, & initial reading skill). Longitudinal measurements revealed a linear dose-response relationship between hours of intervention and improvement in reading ability. Decoding skills showed substantial growth (Cohen’s d = 0.81 (WJ Basic Reading Skills)), with fluency and comprehension growing more gradually (d =0.35 (WJ Reading Fluency)). Multivariate analyses revealed a significant contribution of initial reading ability in predicting individual growth rates: This demonstrates the efficacy of intensive intervention for highly impaired readers.

Beneficial Academic Orientations and Self-Actualization of College Students

2007 ◽  
Vol 100 (2) ◽  
pp. 604-612 ◽  
Author(s):  
William B. Davidson ◽  
Jeffrey M. Bromfield ◽  
Hall P. Beck
Keyword(s):  
College Students ◽  
Regression Analysis ◽  
Individual Differences ◽  
Liberal Arts ◽  
Creative Expression ◽  
Academic Efficacy ◽  
Structure Dependence ◽  
Reading For Pleasure ◽  
Self Actualization

This study tested the prediction that individual differences in self-actualization would be associated with six academic orientations which influence college students' adjustment to their studies. Volunteer undergraduates, solicited from courses in the sciences and liberal arts and invited to complete internet measures of the academic orientations and self-actualization were 137 men and 311 women ( M age = 21.1, SD = 4.8). Statistically significant bivariate correlations obtained between scores on self-actualization with all six orientations: creative expression, reading for pleasure, academic efficacy, and, inversely, structure dependence, academic apathy, and mistrust of instructors. Regression analysis showed that four orientations were independently related to self-actualization scores. The role of these four orientations in actualizing students' adjustment was discussed, and implications were drawn about the interpretation of scores on the four orientations.

Measures of RSA Suppression, Attentional Control, and Negative Affect Predict Self-Ratings of Executive Functions

2011 ◽  
Vol 25 (4) ◽  
pp. 164-173 ◽  
Author(s):  
Brian Healy ◽  
Aaron Treadwell ◽  
Mandy Reagan
Keyword(s):  
College Students ◽  
Heart Rate ◽  
Regression Analysis ◽  
Individual Differences ◽  
Negative Affect ◽  
Respiratory Sinus Arrhythmia ◽  
Attentional Control ◽  
Executive Processes ◽  
Sinus Arrhythmia ◽  
Low Levels

The current study was an attempt to determine the degree to which the suppression of respiratory sinus arrhythmia (RSA) and attentional control were influential in the ability to engage various executive processes under high and low levels of negative affect. Ninety-four college students completed the Stroop Test while heart rate was being recorded. Estimates of the suppression of RSA were calculated from each participant in response to this test. The participants then completed self-ratings of attentional control, negative affect, and executive functioning. Regression analysis indicated that individual differences in estimates of the suppression of RSA, and ratings of attentional control were associated with the ability to employ executive processes but only when self-ratings of negative affect were low. An increase in negative affect compromised the ability to employ these strategies in the majority of participants. The data also suggest that high attentional control in conjunction with attenuated estimates of RSA suppression may increase the ability to use executive processes as negative affect increases.

The Cycle of Academic Reading Fear Among Undergraduates

2020 ◽  
Vol 16 (3) ◽  
pp. 265
Author(s):  
Noor Hanim Rahmat ◽  
Mazlen Arepin ◽  
Suraiya Sulaiman
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Reading Ability ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Anxiety Scale ◽  
Academic Reading ◽  
Reading Anxiety

This study investigates students' fear in academic reading as well as the influence of perceived difficulties in their reading comprehension. The paper aims to study the level of anxiety as experienced by undergaduate students in academic reading. Data from 25 respondents were analyzed quantitatively using Reading Anxiety Scale (FLRAS) developed by Saito, Horwitz, and Garza (1999). Te objectives of the study are to examine the influence of students' fear and perceived difficulties in academic reading. The findings of this study reveal that factors such as background and culture, general reading ability, vocabulary, grammar as well as teaching method can make readers fear reading. The results of this study bear interesting implications towards the teaching and learning of academic reading in English as a Second Language.

Exploration of Individual Differences in Preferences for Humor

1974 ◽  
Vol 34 (3_suppl) ◽  
pp. 1031-1037 ◽  
Author(s):  
Roger L. Terry ◽  
Sarah L. Ertel
Keyword(s):  
College Students ◽  
Individual Differences ◽  
Personality Factor ◽  
General Intelligence ◽  
Factor Scores ◽  
Male College ◽  
Male College Students

Liking scores for hostile, sexual, and nontendentious cartoons were correlated with personality factor scores of 20 female and 19 male college students. Sexual cartoons were liked more by males, especially by those tending to be tough or group-dependent, than by females, especially by those with higher general intelligence. Nonsense cartoons were liked more by females, especially by those with lower general intelligence.

Individual Differences in Valuing Mates' Physical Attractiveness

2006 ◽  
Vol 99 (2) ◽  
pp. 502-511
Author(s):  
Eugene W. Mathes ◽  
Abby Bielser ◽  
Ticcarra Cassell ◽  
Sarah Summers ◽  
Aggie Witowski
Keyword(s):  
College Students ◽  
Individual Differences ◽  
Evolutionary Theory ◽  
Physical Attractiveness ◽  
Men And Women ◽  
Women College Students

To investigate correlates of valuing physical attractiveness in a mate, it was hypothesized that valuing physical attractiveness in a mate would correlate with sex and valuing promiscuous sex, status, personal physical attractiveness, beauty, and order. Men and women college students completed measures of the extent to which they valued physical attractiveness in a mate and other variables. Valuing physical attractiveness in a mate was correlated with sex (men valued physical attractiveness in a mate more than did women) and valuing promiscuous sex and status, and, for women, valuing personal physical attractiveness. The results were explained in terms of evolutionary theory.

A Study on College Students’ Motivation and Individual Differences in Using Dating Apps

2021 ◽  
Vol 3 (6) ◽  
pp. 1477-1483
Author(s):  
Wei Wei ◽  
Liu Manman ◽  
Lai Yan ◽  
Wang Lei ◽  
Hu Liwei
Keyword(s):  
College Students ◽  
Individual Differences ◽  
Dating Apps

Individual Differences in Color-Name Connotations as Related to Measures of Racial Attitude

1969 ◽  
Vol 29 (2) ◽  
pp. 383-386 ◽  
Author(s):  
John E. Williams
Keyword(s):  
College Students ◽  
Individual Differences ◽  
Racial Attitudes ◽  
Semantic Differential ◽  
Racial Attitude ◽  
Racial Groups ◽  
Color Name

Caucasian college students made semantic differential ratings of color names concurrent with their participation in studies of racial attitudes. The evaluative meanings assigned to the color names Black and Brown were positively correlated with four measures of attitude toward Negro persons, a result consistent with the hypothesis that the designation of racial groups by color names is one determinant of attitudes toward the racial groups.

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