Reading comprehension in undergraduates during the COVID-19 pandemic: associations with executive function difficulties, reading habits and screen times

Abstract: The COVID-19 pandemic and its concomitant restriction measures drastically altered the routines and learning formats of students from all levels. In addition, it has been shown that pandemic-related stress negatively impacted their mental health and cognitive functioning. Undergraduates...

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Autores principales: Tabullo, Ángel Javier, Chiófalo, María Florencia, Wainselboim, Alejandro Javier
Formato: Artículo
Lenguaje:Inglés
Publicado: Taylor & Francis 2023
Materias:
COVID-19
COMPRENSION LECTORA
PANDEMIA
ESTUDIANTES UNIVERSITARIOS
ESTRES
TIEMPOS DE PANTALLA
FUNCIONES EJECUTIVAS
Acceso en línea:https://repositorio.uca.edu.ar/handle/123456789/17419
Aporte de:
Repositorio Institucional de la Universidad Católica Argentina (UCA) de Universidad Católica Argentina
id I33-R139-123456789-17419
record_format dspace
spelling I33-R139-123456789-174192023-11-08T05:01:11Z Reading comprehension in undergraduates during the COVID-19 pandemic: associations with executive function difficulties, reading habits and screen times Tabullo, Ángel Javier Chiófalo, María Florencia Wainselboim, Alejandro Javier COVID-19 COMPRENSION LECTORA PANDEMIA ESTUDIANTES UNIVERSITARIOS ESTRES TIEMPOS DE PANTALLA FUNCIONES EJECUTIVAS Abstract: The COVID-19 pandemic and its concomitant restriction measures drastically altered the routines and learning formats of students from all levels. In addition, it has been shown that pandemic-related stress negatively impacted their mental health and cognitive functioning. Undergraduates have been signaled out as one of the populations most vulnerable to pandemic-related stressors. The following work examined the link between executive functions, perceived stress and reading comprehension among Argentinean university students during lockdown measures. In addition, potential effects of reading habits and screen exposure were considered. An executive function behavioral rating scale (ADEXI), a reading comprehension test and the PSS-10 stress questionnaire were administered to two-hundred social science students through an online survey. Executive difficulties increased with perceived stress, while lower inhibition was associated with longer TV times and being male. Stress and executive function associations can be interpreted as a detrimental effect, reverse or bidirectional causation. In turn, working memory issues led to worse comprehension (mediating the impact of perceived stress) while distal factors such as print exposure and mother education were positive predictors of reading outcomes (as expected). This finding suggests that undergraduates’ difficulties to manipulate online information interfered with expository text processing, resulting in poorer comprehension performance. 2023-11-07T10:49:14Z 2023-11-07T10:49:14Z 2023 Artículo Tabullo, Á.J., Chiófalo, M. F., Wainselboim, A. J. Reading comprehension in undergraduates during the COVID-19 pandemic: associations with executive function difficulties, reading habits and screen times [en línea]. Postprint del artículo publicado en: Reading Psychology. 2023. doi: 10.1080/02702711.2023.2246972. Disponible en: https://repositorio.uca.edu.ar/handle/123456789/17419 0270-2711 (impreso) 1521-0685 (online) https://repositorio.uca.edu.ar/handle/123456789/17419 10.1080/02702711.2023.2246972 eng Acceso abierto. 24 meses de embargo http://creativecommons.org/licenses/by-nc-sa/4.0/ application/pdf Argentina Siglo XXI Taylor & Francis Reading Psychology. 2023
institution Universidad Católica Argentina
institution_str I-33
repository_str R-139
collection Repositorio Institucional de la Universidad Católica Argentina (UCA)
language Inglés
topic COVID-19
COMPRENSION LECTORA
PANDEMIA
ESTUDIANTES UNIVERSITARIOS
ESTRES
TIEMPOS DE PANTALLA
FUNCIONES EJECUTIVAS
spellingShingle COVID-19
COMPRENSION LECTORA
PANDEMIA
ESTUDIANTES UNIVERSITARIOS
ESTRES
TIEMPOS DE PANTALLA
FUNCIONES EJECUTIVAS
Tabullo, Ángel Javier
Chiófalo, María Florencia
Wainselboim, Alejandro Javier
Reading comprehension in undergraduates during the COVID-19 pandemic: associations with executive function difficulties, reading habits and screen times
topic_facet COVID-19
COMPRENSION LECTORA
PANDEMIA
ESTUDIANTES UNIVERSITARIOS
ESTRES
TIEMPOS DE PANTALLA
FUNCIONES EJECUTIVAS
description Abstract: The COVID-19 pandemic and its concomitant restriction measures drastically altered the routines and learning formats of students from all levels. In addition, it has been shown that pandemic-related stress negatively impacted their mental health and cognitive functioning. Undergraduates have been signaled out as one of the populations most vulnerable to pandemic-related stressors. The following work examined the link between executive functions, perceived stress and reading comprehension among Argentinean university students during lockdown measures. In addition, potential effects of reading habits and screen exposure were considered. An executive function behavioral rating scale (ADEXI), a reading comprehension test and the PSS-10 stress questionnaire were administered to two-hundred social science students through an online survey. Executive difficulties increased with perceived stress, while lower inhibition was associated with longer TV times and being male. Stress and executive function associations can be interpreted as a detrimental effect, reverse or bidirectional causation. In turn, working memory issues led to worse comprehension (mediating the impact of perceived stress) while distal factors such as print exposure and mother education were positive predictors of reading outcomes (as expected). This finding suggests that undergraduates’ difficulties to manipulate online information interfered with expository text processing, resulting in poorer comprehension performance.
format Artículo
author Tabullo, Ángel Javier
Chiófalo, María Florencia
Wainselboim, Alejandro Javier
author_facet Tabullo, Ángel Javier
Chiófalo, María Florencia
Wainselboim, Alejandro Javier
author_sort Tabullo, Ángel Javier
title Reading comprehension in undergraduates during the COVID-19 pandemic: associations with executive function difficulties, reading habits and screen times
title_short Reading comprehension in undergraduates during the COVID-19 pandemic: associations with executive function difficulties, reading habits and screen times
title_full Reading comprehension in undergraduates during the COVID-19 pandemic: associations with executive function difficulties, reading habits and screen times
title_fullStr Reading comprehension in undergraduates during the COVID-19 pandemic: associations with executive function difficulties, reading habits and screen times
title_full_unstemmed Reading comprehension in undergraduates during the COVID-19 pandemic: associations with executive function difficulties, reading habits and screen times
title_sort reading comprehension in undergraduates during the covid-19 pandemic: associations with executive function difficulties, reading habits and screen times
publisher Taylor & Francis
publishDate 2023
url https://repositorio.uca.edu.ar/handle/123456789/17419
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AT chiofalomariaflorencia readingcomprehensioninundergraduatesduringthecovid19pandemicassociationswithexecutivefunctiondifficultiesreadinghabitsandscreentimes
AT wainselboimalejandrojavier readingcomprehensioninundergraduatesduringthecovid19pandemicassociationswithexecutivefunctiondifficultiesreadinghabitsandscreentimes
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