Poster #16 - The Interplay of Emotions and Working Memory Updating in Reading Comprehension Performance

• In Event: 64.090 - MTCC Poster Session 15
  In Poster Session: 64.090-2 - Reading, Literacy, and Language Supports for All

Abstract

The aim of this study was to investigate the relationships between reading-related emotions and reading comprehension performance. We considered working memory updating as a fundamental executive function, focusing on its moderating role in these relationships. Two hundred seventeen 8th graders completed the Achievement Emotions Questionnaire (Pekrun et al., 2005) and performed two working memory updating tasks and a reading comprehension test. Results showed that only activating-negative emotions predicted reading comprehension performance. Updating abilities moderated the relationship between negative emotions and reading comprehension. Specifically, activating-negative emotions had a negative impact on reading comprehension performance and this was particularly evident when updating was low. When the link involving activating-negative emotions was moderated by high level of updating, reading comprehension performance was greater.

Authors

• Sonia Zaccoletti, Università degli Studi di Padova

• Gianmarco Altoè, University of Padova

• Lucia Mason, University of Padova