The Link Between Emotion And Cognition In Reading Comprehension Of Undergraduate Pre-Medical Students Enrolled At An HBCU

Author

Gail D. Brekke, Prairie View A&M University

Date of Award

8-2023

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Degree Discipline

Education Leadership

Abstract

The purpose of this study was to determine whether emotion affects cognition, that is reading comprehension at the college level. This qualitative study used a phenomenological approach to answer the research questions as phenomenology is appropriate to understand and assess the participants’ experience with cognition and emotion (Greening, 2019). The theoretical concepts of Constructivism, Control Value Theory of Achievement Emotions, and Emotion Regulation Theory were used as a conceptual framework. Constructivist Theory was appropriate for this research, as it answered the question of learner-centered knowledge acquisition in regard to the learner’s cognition (Dewey, 1974; Kant, 1781; Piaget, 1971; Vygotsky, 1987). Both Control Value Theory of Achievement Emotions (Pekrun, 2006) and Emotion Regulation Theory (Clore, 1994; Gross, 1999) discuss the dual impacts of emotions and cognition as they affect each other. The combination of these theories answered the study’s research questions. The findings for this study of the link between emotions and cognition in reading comprehension of undergraduate pre-medical students enrolled at an HBCU include: (1) pre-exam positive emotions are related to preparation, (2) pre-exam negative emotions are related to internal stress and distraction, (3) during testing, positive emotions are related to confidence and preparation, (4) during testing, negative emotions are mainly related to internal anxiety and frustration, (5) cognition description is focused on pre-testing techniques and study skills strategies, (6) personal preference descriptions were insignificant in regards to cognition, (7) vocabulary references were insignificant in regards to cognition, (8) reflection was usually found on pre-exam descriptions, (9) emotional state affects cognition, (10) cognition is described as being affected by emotions, (11) reading material can affect comprehension, (12) positive emotions are linked to adequate comprehension, and (13) negative emotions are linked to inadequate comprehension.

Keywords: cognition, emotion, reading comprehension, reading, higher education, HBCU

Committee Chair/Advisor

Stella Smith

Committee Member

William H. Parker

Committee Member

Fred Bonner

Committee Member

Dennis E. Daniels

Publisher

Prairie View A & M University

Rights

Date of Digitization

8/21/2024

Contributing Institution

J. B Coleman Library

City of Publication

Prairie View

MIME Type

Application/PDF

Recommended Citation

Brekke, G. D. (2023). The Link Between Emotion And Cognition In Reading Comprehension Of Undergraduate Pre-Medical Students Enrolled At An HBCU. Retrieved from https://digitalcommons.pvamu.edu/pvamu-dissertations/50