Impact of Affective and Cognitive Variables on University Student Reading Comprehension

被引:0
|
作者
Urrutia, Mabel [1 ]
Mariangel, Sandra [2 ]
Pino, Esteban J. [3 ]
Guevara, Pamela [3 ]
Torres-Ocampo, Karina [4 ]
Troncoso-Seguel, Maria [3 ]
Bustos, Claudio [5 ]
Marrero, Hipolito [6 ,7 ]
机构
[1] Univ Concepcion, Fac Educ, Concepcion 4070386, Chile
[2] Univ Catolica Santisima Concepcion, Fac Educ, Concepcion 4090541, Chile
[3] Univ Concepcion, Fac Ingn, Dept Ingn Electr, Concepcion 4070386, Chile
[4] Univ Concepcion, Fac Human & Arte, Concepcion 4070386, Chile
[5] Univ Concepcion, Fac Ciencias Sociales, Dept Psicol, Concepcion 4070386, Chile
[6] Univ La Laguna, Fac Psicol & Logopedia, San Cristobal la Laguna 38200, Spain
[7] Univ La Laguna, Inst Univ Neurociencia IUNE, San Cristobal la Laguna 38200, Spain
来源
EDUCATION SCIENCES | 2024年 / 14卷 / 06期
关键词
reading comprehension; reading motivation; vocabulary; working memory; university students; CHILDRENS MOTIVATION; INTRINSIC MOTIVATION; EXTRINSIC MOTIVATION; TEXT COMPREHENSION; EXECUTIVE FUNCTION; WORKING-MEMORY; READERS; SKILLS; AGE; CONSTRUCTION;
D O I
10.3390/educsci14060554
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
The problem of reading comprehension at the university level has not been sufficiently explored in the field of education research. Understanding written texts is an essential prerequisite for academic success during university. Consequently, reading comprehension challenges can influence the dropout rate at the university level. On the other hand, research has been conducted from a cognitive perspective, without considering affective variables such as reading motivation and its relationship with linguistic and psychological variables. In this study, five questionnaires were administered to a sample of 65 teaching students from different disciplines. The questionnaires dealt with linguistic dimensions such as reading comprehension, at lexical, textual, and discursive levels; psychological aspects such as reading motivation; and cognitive aspects such as working memory. The results obtained through bivariate and mediation analyses show the mediating role of vocabulary in reading comprehension and other cognitive and affective variables. In this context, working memory has a positive indirect effect on more explicit processing tasks in reading comprehension of long texts associated with discourse comprehension. Finally, intrinsic motivation has a positive indirect effect on reading fluency and also on the comprehension of short texts. It also correlates positively with vocabulary tasks. These results are relevant in order to establish a reading profile of university students who have reading comprehension problems, as found in this study.
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页数:21
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