Emotions are ubiquitous in achievement settings. Students experience a wide range of moods and emotions at school, which can impact on their learning processes and performance as well as on their psychological health and well-being. Our goal is to investigate the role of students’ emotions in their ability to process information and comprehend texts, and in overall achievement. We are also interested in examining the interplay of emotions and executive functions in learning and achievement. Addressing these issues may help better understand the reasons for students’ academic success and failure, as well as how to improve their performance and achievement. Self-report questionnaire and physiological responses are used to measure emotions and emotional states.
Selected publications
Arfé, B., Delatorre P., & Mason, L. (2023). Effects of emotional valence on readers’ text processing and memory for text: an eye-tracking study. Reading and Writing, 36(7), 1743‒1768. https://doi.org/10.1007/s11145-022-10362-7
Zaccoletti, S., Raccanello, D., Burro, R., & Mason, L. (2022). Reading with induced worry: the role of physiological self-regulation and working memory updating in text comprehension. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12491
Raccanello, D., Florit, E., Brondino, & Mason, L. (2022). Control and value appraisals and online multiple-text comprehension in primary school: the mediating role of boredom and the moderating role of word-reading fluency. British Journal of Educational Psychology, 92(1), 258‒279. https://doi.org/10.1111/bjep.12448
Zaccoletti, S., Altoè, G., & Mason, L. (2020). Enjoyment, anxiety and boredom, and their control-value antecedents as predictors of reading comprehension. Learning and Individual Differences, 79. Article 101869. https://doi.org/10.1016/j.lindif.2020.101869
Zaccoletti, S., Altoè, G., & Mason, L. (2020). The interplay of reading‐related emotions and updating in reading comprehension performance. British Journal of Educational Psychology, 90(3), 663‒682. https://doi.org/10.1111/bjep.12324
Scrimin, S., Patron, E., Ruli, E., Pagui, C. E. K., Altoè, G., & Mason, L. (2018). Dynamic psychophysiological correlates of a learning from text episode in relation to reading goals. Learning and Instruction, 54, 1−10. https://doi.org/10.1016/j.learninstruc.2018.01.007
Scrimin, S., Patron, E., Florit, E., Palomba, D., & Mason, L. (2017). The role of cardiac vagal tone and inhibitory control in pre-schoolers’ listening comprehension. Developmental Psychobiology, 59, 970-975. https://doi.org/10.1002/dev.21576
Scrimin, S., Altoè. G., Moscardino. U., Pastore, M., & Mason, L. (2016). Individual differences in emotional reactivity and academic achievement: A psychophysiological study. Mind, Brain, and Education, 10(1), 34-46. https://doi.org/10.1111/mbe.12097