阅读焦虑对高等教育学生的学业成绩有影响吗?

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL Dyslexia Pub Date : 2023-05-10 DOI:10.1002/dys.1738
Sophia Soares, Mark E. Boyes, Rauno Parrila, Nicholas A. Badcock
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引用次数: 3

摘要

阅读能力差的人学习成绩较低,焦虑增加,包括阅读焦虑,这可能会使学习成绩长期下降。本研究以大学生为研究对象,考察阅读焦虑是否介导了阅读能力与学业成绩之间的关系(独立于一般焦虑)。参与者是澳大利亚一所大学的学生(n = 169, 69%为女性,年龄= 20.70),他们完成了一项在线阅读评估(解码技能、语音意识、正字法知识和理解),以及一项关于阅读焦虑、特质焦虑和自我报告阅读史的调查。学术成就是以大学成绩为基础的。两种阅读焦虑因素(社交和非社交)被确定;这两个因素都不同于特质焦虑。阅读能力与阅读焦虑呈负相关,与学业成绩呈正相关。阅读焦虑与学业成绩不相关,阅读焦虑并没有像预期的那样在阅读能力和学业成绩之间起到中介作用。由于这是第一个探讨成人阅读焦虑的研究,因此需要进一步的研究来确定阅读焦虑对大学生学业成绩以外的影响。
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Does reading anxiety impact on academic achievement in higher education students?

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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来源期刊
Dyslexia
Dyslexia Multiple-
CiteScore
3.90
自引率
9.10%
发文量
27
期刊介绍: DYSLEXIA provides reviews and reports of research, assessment and intervention practice. In many fields of enquiry theoretical advances often occur in response to practical needs; and a central aim of the journal is to bring together researchers and practitioners in the field of dyslexia, so that each can learn from the other. Interesting developments, both theoretical and practical, are being reported in many different countries: DYSLEXIA is a forum in which a knowledge of these developments can be shared by readers in all parts of the world. The scope of the journal includes relevant aspects of Cognitive, Educational, Developmental and Clinical Psychology Child and Adult Special Education and Remedial Education Therapy and Counselling Neuroscience, Psychiatry and General Medicine The scope of the journal includes relevant aspects of: - Cognitive, Educational, Developmental and Clinical Psychology - Child and Adult Special Education and Remedial Education - Therapy and Counselling - Neuroscience, Psychiatry and General Medicine
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