Impacts of reading anxiety on online reading comprehension of Chinese secondary school students: the mediator role of motivations for online reading-Reference-Cited by-同舟云学术

Impacts of reading anxiety on online reading comprehension of Chinese secondary school students: the mediator role of motivations for online reading

Published:2024-06-27 Issue:1 Volume:11 Page:
ISSN:2331-186X
Container-title:Cogent Education
language:en
Short-container-title:Cogent Education

Author:

Xie Xingxing¹^ORCID,Huang Hongxi²^ORCID

Affiliation:

1. College of Education, The Pennsylvania State University, University Park, PA, USA

2. College of Engineering, The Pennsylvania State University, University Park, PA, USA

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/2331186X.2024.2365589

Reference49 articles.

1. Afflerbach, P., & Cho, B.-Y. (2009). Identifying and describing constructively responsive comprehension strategies in new and traditional forms of reading. In S. E. Israel & G. G. Duffy (Eds.), Handbook of research on reading comprehension (pp. 69–90). Routledge.

2. Quality of Learning With an Active Versus Passive Motivational Set

3. Anxiety about L2 reading or L2 reading tasks? A study with advanced language learners;Brantmeier C.;The Reading Matrix: An International Online Journal,2005

4. An Empirical Analysis of the Relationship between Foreign Language Reading Anxiety and Reading Strategy Training

5. A Longitudinal Study of the Role of Reading Motivation in Primary Students’ Reading Comprehension: Implications for a Less Simple View of Reading

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