Cognitive Regulation Strategies Used by Children with Reading Difficulties
(1) Background: Children with reading difficulties may experience negative emotions and social isolation. The cognitive emotion regulation strategies that they use in different reading tasks can make them more vulnerable in the stressful situations. Using adaptative emotion regulation strategies may...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2024-02-01
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| Series: | Children |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-9067/11/3/288 |
| _version_ | 1797241665960804352 |
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| author | Carmen David Cristina Costescu Alina Frandeș Adrian Roșan |
| author_facet | Carmen David Cristina Costescu Alina Frandeș Adrian Roșan |
| author_sort | Carmen David |
| collection | DOAJ |
| description | (1) Background: Children with reading difficulties may experience negative emotions and social isolation. The cognitive emotion regulation strategies that they use in different reading tasks can make them more vulnerable in the stressful situations. Using adaptative emotion regulation strategies may help them overcome stressful reading situations. (2) Methods: Children identified with poor reading comprehension skills were compared to children without reading comprehension difficulties on measures of self-evaluation and thought in relation to task, and on cognitive coping strategies relevant to performance. The effect of some relevant demographic factors was also investigated, such as gender and urban/rural setting. (3) Results: Our results indicate that children that have poor reading comprehension skills present higher scores on negative self- evaluation and off-task thoughts that are in relation to performance anxiety. Also, in what concerns cognitive coping strategies, students with difficulties in reading comprehension display a greater use of blaming others strategy, which is in relation to the negative self-evaluations. Also, they displayed less use of putting into perspective. No effect of gender and setting emerged for off and on task thoughts and cognitive coping strategies, except for lower scores of students from rural setting in positive self-evaluation. (4) Conclusions: students presenting difficulties in reading comprehension tend to use more negative self-statements and disengagement through off-task thoughts and employ coping strategies directed to protect self-worth. |
| first_indexed | 2024-04-24T18:26:57Z |
| format | Article |
| id | doaj.art-7a1ee03496ce4d6685a0b372302c0edd |
| institution | Directory Open Access Journal |
| issn | 2227-9067 |
| language | English |
| last_indexed | 2024-04-24T18:26:57Z |
| publishDate | 2024-02-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Children |
| spelling | doaj.art-7a1ee03496ce4d6685a0b372302c0edd2024-03-27T13:31:02ZengMDPI AGChildren2227-90672024-02-0111328810.3390/children11030288Cognitive Regulation Strategies Used by Children with Reading DifficultiesCarmen David0Cristina Costescu1Alina Frandeș2Adrian Roșan3Special Education Department, Faculty of Psychology and Educational Sciences, Babe-Bolyai University, 400029 Cluj Napoca, RomaniaSpecial Education Department, Faculty of Psychology and Educational Sciences, Babe-Bolyai University, 400029 Cluj Napoca, RomaniaSpecial Education Department, Faculty of Psychology and Educational Sciences, Babe-Bolyai University, 400029 Cluj Napoca, RomaniaSpecial Education Department, Faculty of Psychology and Educational Sciences, Babe-Bolyai University, 400029 Cluj Napoca, Romania(1) Background: Children with reading difficulties may experience negative emotions and social isolation. The cognitive emotion regulation strategies that they use in different reading tasks can make them more vulnerable in the stressful situations. Using adaptative emotion regulation strategies may help them overcome stressful reading situations. (2) Methods: Children identified with poor reading comprehension skills were compared to children without reading comprehension difficulties on measures of self-evaluation and thought in relation to task, and on cognitive coping strategies relevant to performance. The effect of some relevant demographic factors was also investigated, such as gender and urban/rural setting. (3) Results: Our results indicate that children that have poor reading comprehension skills present higher scores on negative self- evaluation and off-task thoughts that are in relation to performance anxiety. Also, in what concerns cognitive coping strategies, students with difficulties in reading comprehension display a greater use of blaming others strategy, which is in relation to the negative self-evaluations. Also, they displayed less use of putting into perspective. No effect of gender and setting emerged for off and on task thoughts and cognitive coping strategies, except for lower scores of students from rural setting in positive self-evaluation. (4) Conclusions: students presenting difficulties in reading comprehension tend to use more negative self-statements and disengagement through off-task thoughts and employ coping strategies directed to protect self-worth.https://www.mdpi.com/2227-9067/11/3/288reading comprehensionemotion regulationoff-task thoughts |
| spellingShingle | Carmen David Cristina Costescu Alina Frandeș Adrian Roșan Cognitive Regulation Strategies Used by Children with Reading Difficulties Children reading comprehension emotion regulation off-task thoughts |
| title | Cognitive Regulation Strategies Used by Children with Reading Difficulties |
| title_full | Cognitive Regulation Strategies Used by Children with Reading Difficulties |
| title_fullStr | Cognitive Regulation Strategies Used by Children with Reading Difficulties |
| title_full_unstemmed | Cognitive Regulation Strategies Used by Children with Reading Difficulties |
| title_short | Cognitive Regulation Strategies Used by Children with Reading Difficulties |
| title_sort | cognitive regulation strategies used by children with reading difficulties |
| topic | reading comprehension emotion regulation off-task thoughts |
| url | https://www.mdpi.com/2227-9067/11/3/288 |
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