The interplay of reading-related emotions and updating in reading comprehension performance.
BACKGROUND
Reading comprehension can be considered the main learning activity. All learning experiences are infused with emotions; however, to date, few studies have focused on the role of emotional aspects in reading comprehension performance. The impact of emotions on academic achievement is thought to be mediated or moderated by cognitive aspects. Among them, working memory updating is an executive function that plays a crucial role in reading comprehension.


AIMS
This study aimed to investigate the relationships between reading-related emotions and reading comprehension performance. We also consider the role that updating may play in these relationships.


SAMPLE
Two hundred and eight 8th graders were involved in four sessions.


METHOD
Students completed measures of achievement emotions specifically related to reading comprehension activity, updating, and reading comprehension performance. Gender and general cognitive ability were also considered as control variables. Mixed-effects models were used for statistical analyses. According to the Akaike information criterion (AIC; Akaike, 1974), we selected the most plausible model among a set of candidate models fitted to the same data.


RESULTS
Results showed that activating-negative emotions (i.e., anxiety, anger, and shame), deactivating-negative emotions (i.e., boredom and hopelessness), and updating are related with reading comprehension performance. Moreover, the interaction between activating-negative emotions and updating also emerged. When activating-negative emotions interact with low and moderate updating, students' reading comprehension performance gets worse.


CONCLUSIONS
The study indicates the moderating role of a main cognitive ability in the link between reading-related emotions and reading comprehension performance. Strategies can be taught to improve students' ability to self-regulate negative emotions and to update information in working memory.
['Zaccoletti|Sonia|S|https://orcid.org/0000-0002-3090-3564', 'Altoè|Gianmarco|G|', 'Mason|Lucia|L|']
D000076363:Academic Success D000293:Adolescent D032882:Comprehension D004644:Emotions D056344:Executive Function D005260:Female D006801:Humans D008297:Male D008570:Memory, Short-Term D011932:Reading
reading-related emotions updating reading comprehension working memory executive function achievement emotions