An Empirical Study on the Role of Emotion Regulation Strategies in Enhancing Reading Comprehension among Non-English Major Students
Journal: Journal of Higher Education Research DOI: 10.32629/jher.v6i4.4295
Abstract
English reading comprehension requires integration of linguistic and emotional factors. This study examines how emotion regulation strategies impact reading proficiency among non-English majors under academic stress. Using mixed-methods research with 120 participants, we tested hypotheses that emotion monitoring strategies enhance reading comprehension and that students vary in their understanding and application of these strategies. Results showed significant improvements in reading scores (p<0.01) for students using emotion regulation techniques. Qualitative analysis revealed three key themes: self-awareness building, cognitive adjustment, and reflective practice. Findings suggest that systematic emotion monitoring can effectively enhance reading comprehension by helping students manage negative emotions and maintain optimal learning states.
Keywords
emotion regulation, reading comprehension, non-English majors, academic stress, cognitive processing
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