CONNNECTION BETWEEN EMOTIONAL REGULATION AND READING COMPREHENSION IN PRIMARY SCHOOL STUDENTS AND THE PERSPECTIVE OF TEACHERS IN ARGENTINA

The study took place in Argentina during the health emergency due to COVID-19, where the educational context was notoriously affected by the pandemic and children experienced high rates of anxiety, anguish, fear and annoyance. The purpose was to know the strategies of emotional regulation and readin...

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Veröffentlicht in:Revista científica arbitrada de la Fundación MenteClara 2022-05, Vol.7
Hauptverfasser: Natalia Andrea Ceballos-Marón, Santiago Sevilla-Vallejo, Marcelo Ceberio
Format: Artikel
Sprache:eng
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Zusammenfassung:The study took place in Argentina during the health emergency due to COVID-19, where the educational context was notoriously affected by the pandemic and children experienced high rates of anxiety, anguish, fear and annoyance. The purpose was to know the strategies of emotional regulation and reading comprehension in primary school students and the perspective of teachers regarding both issues. This research is being carried out jointly between the University of Flores (Argentina) and the University of Salamanca (Spain). A qualitative study was carried out on parents and teachers of children between 9 and 12 and it was observed that the less emotional regulation, the less reading comprehension, but this research also opens the field of non-adaptive strategies and reading problems presented by children. The second study allowed us to know that girls present greater emotional intensity.
ISSN:2469-0783
DOI:10.32351/rca.v7.294