Greater anger, hopelessness, and negative emotions overall during reading are associated with poorer text comprehension, while positive emotions show no relation¶

Claim · All claims
Evidence · 1 study · associational r2 · q3 · i1 small
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 Among high school students reading an expository text, greater anger, hopelessness, and negative emotions overall correlated with poorer text comprehension (small correlations), whereas none of the positive emotions were related to comprehension. → Prinz-Weiß 2023

Evidence¶

Prinz-Weiß 2023¶

Prinz-Weiß, A., Lukosiute, L., Meyer, M., & Riedel, J. (2023). The role of achievement emotions for text comprehension and metacomprehension. Metacognition and Learning. https://doi.org/10.1007/s11409-022-09331-w

q3 · i1 · associational · r2

Correlational field study of N = 358 senior high school students in regular biology classes reading a 580-word expository text; Spearman correlations showed negative emotions related to poorer comprehension. The article notes the correlations were "of rather small size" (e.g., hopelessness r = -.19).

"Anger and hopelessness were nega- tively correlated with text comprehension, as were negative emotions overall."

Discussion¶

Learner Variables¶

• Achievement Emotions — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Students use positive and negative achievement emotions as cues when making predictions about their comprehension — related
• Stronger positive emotions are associated with more overconfident predictions, and stronger negative emotions (anxiety, shame, hopelessness) with more underconfident predictions — related
• Students also use achievement emotions as cues when making postdictions about their comprehension — related
• Epistemic beliefs, prior knowledge, and the think-aloud emotion of anger jointly predict low-epistemic processing during reading of the other-side text — related
• The think-aloud emotion of sadness and prior knowledge predict coherence-based processing during reading of the other-side text — related
• Emotions reported during think-aloud reading were mostly negative (anger, sadness) for both texts, in contrast to positive questionnaire-reported emotions toward the other ethnic group — related
• Pre-actional metacognitive, motivational, and positive-emotional components are positively associated with regulatory behavior in the actional phase, while anger and anxiety are negatively associated — related
• Stronger positive emotions are associated with less underconfident postdictions, and anxiety and shame with more underconfident postdictions — related
• Children showing high levels of negative externalizing emotions during the challenge task are rated as less socially competent, more hyperactive, and with poorer interpersonal and self-regulatory skills — related
• Anger shows a small positive association with political learning in both cross-sectional and experimental designs — related
• Within persons, grades negatively predict subsequent anger and hopelessness, and anger, anxiety, boredom, and hopelessness negatively predict subsequent grades — related