Cargando…
Relationships between Anxiety, Attention, and Reading Comprehension in Children
Many studies link anxiety in children with reading difficulties, but some facets of anxiety have been found to be positively associated with reading achievement. Attentional Control Theory offers a potential explanation for these seemingly contradictory findings, positing that anxiety can both inter...
Autores principales: | , , |
---|---|
Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
American Journal Experts
2023
|
Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10350215/ https://www.ncbi.nlm.nih.gov/pubmed/37461468 http://dx.doi.org/10.21203/rs.3.rs-3088436/v1 |
_version_ | 1785074088842100736 |
---|---|
author | Barnes, Emily D. Grills, Amie E. Vaughn, Sharon R. |
author_facet | Barnes, Emily D. Grills, Amie E. Vaughn, Sharon R. |
author_sort | Barnes, Emily D. |
collection | PubMed |
description | Many studies link anxiety in children with reading difficulties, but some facets of anxiety have been found to be positively associated with reading achievement. Attentional Control Theory offers a potential explanation for these seemingly contradictory findings, positing that anxiety can both interfere in attentional processes and enhance effort and use of compensatory processing strategies. The current study examines the relationships between anxiety, attentional control, and reading comprehension in a racially-diverse sample of 251 second-grade students, most of whom were struggling readers. Results showed that harm avoidance was positively associated with reading comprehension and physical symptoms of anxiety were negatively associated with reading comprehension. These links were attenuated when including attentional control in the model, suggesting mediation and lending support to Attentional Control Theory. Further research is needed to confirm causal mediation effects between anxiety, attentional control, and reading performance. |
format | Online Article Text |
id | pubmed-10350215 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | American Journal Experts |
record_format | MEDLINE/PubMed |
spelling | pubmed-103502152023-07-17 Relationships between Anxiety, Attention, and Reading Comprehension in Children Barnes, Emily D. Grills, Amie E. Vaughn, Sharon R. Res Sq Article Many studies link anxiety in children with reading difficulties, but some facets of anxiety have been found to be positively associated with reading achievement. Attentional Control Theory offers a potential explanation for these seemingly contradictory findings, positing that anxiety can both interfere in attentional processes and enhance effort and use of compensatory processing strategies. The current study examines the relationships between anxiety, attentional control, and reading comprehension in a racially-diverse sample of 251 second-grade students, most of whom were struggling readers. Results showed that harm avoidance was positively associated with reading comprehension and physical symptoms of anxiety were negatively associated with reading comprehension. These links were attenuated when including attentional control in the model, suggesting mediation and lending support to Attentional Control Theory. Further research is needed to confirm causal mediation effects between anxiety, attentional control, and reading performance. American Journal Experts 2023-07-03 /pmc/articles/PMC10350215/ /pubmed/37461468 http://dx.doi.org/10.21203/rs.3.rs-3088436/v1 Text en https://creativecommons.org/licenses/by/4.0/This work is licensed under a Creative Commons Attribution 4.0 International License (https://creativecommons.org/licenses/by/4.0/) , which allows reusers to distribute, remix, adapt, and build upon the material in any medium or format, so long as attribution is given to the creator. The license allows for commercial use. |
spellingShingle | Article Barnes, Emily D. Grills, Amie E. Vaughn, Sharon R. Relationships between Anxiety, Attention, and Reading Comprehension in Children |
title | Relationships between Anxiety, Attention, and Reading Comprehension in Children |
title_full | Relationships between Anxiety, Attention, and Reading Comprehension in Children |
title_fullStr | Relationships between Anxiety, Attention, and Reading Comprehension in Children |
title_full_unstemmed | Relationships between Anxiety, Attention, and Reading Comprehension in Children |
title_short | Relationships between Anxiety, Attention, and Reading Comprehension in Children |
title_sort | relationships between anxiety, attention, and reading comprehension in children |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10350215/ https://www.ncbi.nlm.nih.gov/pubmed/37461468 http://dx.doi.org/10.21203/rs.3.rs-3088436/v1 |
work_keys_str_mv | AT barnesemilyd relationshipsbetweenanxietyattentionandreadingcomprehensioninchildren AT grillsamiee relationshipsbetweenanxietyattentionandreadingcomprehensioninchildren AT vaughnsharonr relationshipsbetweenanxietyattentionandreadingcomprehensioninchildren |