Exam stress and the metacognitive strategies of reading in students with dyslexia: The role of motivational mechanisms and educational support.

ABSTRACT: Despite numerous studies on dyslexia, there is still a lack of empirical data on the factors determining the functioning of students with dyslexia in the context of written exams. Therefore, the aim of the study is to identify the relationship between sources of stress in an exam situation and the reported use of reading strategies by dyslexic students in terms of motivation and therapeutic interventions in the educational environment. This descriptive-analytical study used data from a larger project focused on children with and without dyslexia. The research sample (n = 640) included girls (n = 280) and boys (n = 360) aged between 14 and 15 years (M = 14.40, SD = 0.55), attending the 7th or 8th grade in Polish mainstream primary schools. Random and intentional sampling was used. All stude

SUBMITTER: Kuracki K 

PROVIDER: S-EPMC10637682 | biostudies-literature | 2023

REPOSITORIES: biostudies-literature