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The Role of Anxiety on Reading Comprehension in the Context of Socioemotional and Cognitive Risk and Promotive Factors

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Title: The Role of Anxiety on Reading Comprehension in the Context of Socioemotional and Cognitive Risk and Promotive Factors
Language: English
Authors: Brianna Paquette (ORCID 0009-0000-9804-0374), Rachelle M. Johnson (ORCID 0000-0002-8416-9262), Caroline G. Richter (ORCID 0000-0002-4810-1770)
Source: Mind, Brain, and Education. 2025 19(4):181-190.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 10
Publication Date: 2025
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305B200020
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Grade 6
Grade 7
Junior High Schools
Secondary Education
Grade 8
Descriptors: Anxiety, Reading Comprehension, Risk, Resilience (Psychology), Twins, Attention, Self Control, Affective Behavior, Predictor Variables, Test Anxiety, Grade 4, Grade 5, Grade 6, Grade 7, Grade 8
Geographic Terms: Florida
Assessment and Survey Identifiers: Gates MacGinitie Reading Tests, Positive and Negative Affect Schedule
DOI: 10.1111/mbe.70011
ISSN: 1751-2271
1751-228X
Abstract: Children's socioemotional and cognitive traits may hinder or support reading comprehension based on models of risk and resilience. Effortful control, attention, and positive affect were examined as promotive factors, and general and test anxiety as risk factors. Participants included 197 twin children (115 girls; M[subscript age] = 13.6 years) from the Florida Twin Project on Reading, Behavior, and Environment. A path model examined whether Time 1 general anxiety, effortful control, attention, and positive affect predicted Time 2 reading comprehension, and whether test anxiety mediated the relation between general anxiety and reading comprehension. A curvilinear regression tested whether general anxiety had a nonlinear relation with reading comprehension. Better effortful control, better attention, and less positive affect significantly predicted higher reading comprehension, but test anxiety was not significantly related to reading comprehension. Results indicated moderate general anxiety may support reading, while extreme levels may be a risk factor. Effortful control and attention emerged as key promotive factors. These findings may inform targeted interventions to improve reading comprehension.
Abstractor: As Provided
Notes: https://doi.org/10.33009/ldbase.1624451991.3667
IES Funded: Yes
Entry Date: 2025
Accession Number: EJ1490073
Database: ERIC
FullText Text:
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DbLabel: ERIC
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AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
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  Data: The Role of Anxiety on Reading Comprehension in the Context of Socioemotional and Cognitive Risk and Promotive Factors
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Brianna+Paquette%22">Brianna Paquette</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-9804-0374">0009-0000-9804-0374</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rachelle+M%2E+Johnson%22">Rachelle M. Johnson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8416-9262">0000-0002-8416-9262</externalLink>)<br /><searchLink fieldCode="AR" term="%22Caroline+G%2E+Richter%22">Caroline G. Richter</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4810-1770">0000-0002-4810-1770</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Mind%2C+Brain%2C+and+Education%22"><i>Mind, Brain, and Education</i></searchLink>. 2025 19(4):181-190.
– Name: Avail
  Label: Availability
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 10
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
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  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Institute of Education Sciences (ED)
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  Label: Contract Number
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  Data: R305B200020
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  Data: Journal Articles<br />Reports - Research
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  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+8%22">Grade 8</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Risk%22">Risk</searchLink><br /><searchLink fieldCode="DE" term="%22Resilience+%28Psychology%29%22">Resilience (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Twins%22">Twins</searchLink><br /><searchLink fieldCode="DE" term="%22Attention%22">Attention</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Control%22">Self Control</searchLink><br /><searchLink fieldCode="DE" term="%22Affective+Behavior%22">Affective Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Anxiety%22">Test Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+8%22">Grade 8</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Florida%22">Florida</searchLink>
– Name: SubjectThesaurus
  Label: Assessment and Survey Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22Gates+MacGinitie+Reading+Tests%22">Gates MacGinitie Reading Tests</searchLink><br /><searchLink fieldCode="SU" term="%22Positive+and+Negative+Affect+Schedule%22">Positive and Negative Affect Schedule</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1111/mbe.70011
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1751-2271<br />1751-228X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Children's socioemotional and cognitive traits may hinder or support reading comprehension based on models of risk and resilience. Effortful control, attention, and positive affect were examined as promotive factors, and general and test anxiety as risk factors. Participants included 197 twin children (115 girls; M[subscript age] = 13.6 years) from the Florida Twin Project on Reading, Behavior, and Environment. A path model examined whether Time 1 general anxiety, effortful control, attention, and positive affect predicted Time 2 reading comprehension, and whether test anxiety mediated the relation between general anxiety and reading comprehension. A curvilinear regression tested whether general anxiety had a nonlinear relation with reading comprehension. Better effortful control, better attention, and less positive affect significantly predicted higher reading comprehension, but test anxiety was not significantly related to reading comprehension. Results indicated moderate general anxiety may support reading, while extreme levels may be a risk factor. Effortful control and attention emerged as key promotive factors. These findings may inform targeted interventions to improve reading comprehension.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Note
  Label: Notes
  Group: Note
  Data: https://doi.org/10.33009/ldbase.1624451991.3667
– Name: CodeSource
  Label: IES Funded
  Group: SrcInfo
  Data: Yes
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1490073
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1490073
RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1111/mbe.70011
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 181
    Subjects:
      – SubjectFull: Anxiety
        Type: general
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Risk
        Type: general
      – SubjectFull: Resilience (Psychology)
        Type: general
      – SubjectFull: Twins
        Type: general
      – SubjectFull: Attention
        Type: general
      – SubjectFull: Self Control
        Type: general
      – SubjectFull: Affective Behavior
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Test Anxiety
        Type: general
      – SubjectFull: Grade 4
        Type: general
      – SubjectFull: Grade 5
        Type: general
      – SubjectFull: Grade 6
        Type: general
      – SubjectFull: Grade 7
        Type: general
      – SubjectFull: Grade 8
        Type: general
      – SubjectFull: Florida
        Type: general
      – SubjectFull: Gates MacGinitie Reading Tests
        Type: general
      – SubjectFull: Positive and Negative Affect Schedule
        Type: general
    Titles:
      – TitleFull: The Role of Anxiety on Reading Comprehension in the Context of Socioemotional and Cognitive Risk and Promotive Factors
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              Type: published
              Y: 2025
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