Mostrar el registro sencillo del ítem
dc.contributor.author
Tabullo, Angel Javier
![Se ha confirmado la validez de este valor de autoridad por un usuario](/themes/CONICETDigital/images/authority_control/invisible.gif)
dc.contributor.author
Chiofalo, María Florencia
![Se ha confirmado la validez de este valor de autoridad por un usuario](/themes/CONICETDigital/images/authority_control/invisible.gif)
dc.contributor.author
Wainselboim, Alejandro Javier
![Se ha confirmado la validez de este valor de autoridad por un usuario](/themes/CONICETDigital/images/authority_control/invisible.gif)
dc.date.available
2024-01-12T18:55:33Z
dc.date.issued
2023-09
dc.identifier.citation
Tabullo, Angel Javier; Chiofalo, María Florencia; Wainselboim, Alejandro Javier; Reading comprehension in undergraduates during the COVID-19 pandemic: Associations with executive function difficulties, reading habits and screen times; Routledge Journals, Taylor & Francis Ltd; Reading Psychology; 45; 1; 9-2023; 1-30
dc.identifier.issn
0270-2711
dc.identifier.uri
http://hdl.handle.net/11336/223598
dc.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.
dc.format
application/pdf
dc.language.iso
eng
dc.publisher
Routledge Journals, Taylor & Francis Ltd
![Se ha confirmado la validez de este valor de autoridad por un usuario](/themes/CONICETDigital/images/authority_control/invisible.gif)
dc.rights
info:eu-repo/semantics/restrictedAccess
dc.rights.uri
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.subject
COVID-19
dc.subject
EXECUTIVE FUNCTION
dc.subject
READING COMPREHENSION
dc.subject
READING HABITS
dc.subject
SCREEN TIMES
dc.subject.classification
Psicología
![Se ha confirmado la validez de este valor de autoridad por un usuario](/themes/CONICETDigital/images/authority_control/invisible.gif)
dc.subject.classification
Psicología
![Se ha confirmado la validez de este valor de autoridad por un usuario](/themes/CONICETDigital/images/authority_control/invisible.gif)
dc.subject.classification
CIENCIAS SOCIALES
![Se ha confirmado la validez de este valor de autoridad por un usuario](/themes/CONICETDigital/images/authority_control/invisible.gif)
dc.title
Reading comprehension in undergraduates during the COVID-19 pandemic: Associations with executive function difficulties, reading habits and screen times
dc.type
info:eu-repo/semantics/article
dc.type
info:ar-repo/semantics/artículo
dc.type
info:eu-repo/semantics/publishedVersion
dc.date.updated
2024-01-11T12:25:48Z
dc.identifier.eissn
1521-0685
dc.journal.volume
45
dc.journal.number
1
dc.journal.pagination
1-30
dc.journal.pais
Reino Unido
![Se ha confirmado la validez de este valor de autoridad por un usuario](/themes/CONICETDigital/images/authority_control/invisible.gif)
dc.journal.ciudad
Londres
dc.description.fil
Fil: Tabullo, Angel Javier. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mendoza. Instituto de Ciencias Humanas, Sociales y Ambientales; Argentina. Pontificia Universidad Católica Argentina "Santa María de los Buenos Aires". Facultad de Humanidades y Ciencias de la Educación-Mendoza; Argentina
dc.description.fil
Fil: Chiofalo, María Florencia. Pontificia Universidad Católica Argentina "Santa María de los Buenos Aires". Facultad de Humanidades y Ciencias de la Educación-Mendoza; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
dc.description.fil
Fil: Wainselboim, Alejandro Javier. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mendoza. Instituto de Ciencias Humanas, Sociales y Ambientales; Argentina
dc.journal.title
Reading Psychology
dc.relation.alternativeid
info:eu-repo/semantics/altIdentifier/url/https://www.tandfonline.com/doi/full/10.1080/02702711.2023.2246972
dc.relation.alternativeid
info:eu-repo/semantics/altIdentifier/doi/https://doi.org/10.1080/02702711.2023.2246972
Archivos asociados