Motivating Students With Dyslexia

The Debilitating Effects of Normative Performance Goals on Their Physiological Arousal

Bibliographic Data

ID22161900
AuthorsGhadah S Alkhadim (0000-0003-4717-4238, Taif University, corresponding author)
Year2022
Volume7
Publication date2022-05-24
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueFrontiers in Education (JOURNAL)
Journal identifiersISSN: 2504-284X • E-ISSN: 2504-284X
PublisherFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2022.882164
OpenAlexW4293066045
LanguageEN
Citations received2
References cited42

The present study tested the hypothesis that normative vs. non-normative performance goals would be associated with significantly divergent pathways in relation to both cognitive and emotional regulation. Participants were 16 college students with a diagnosis of dyslexia. Students were subjected to an experimental induction of normative and non-normative performance goals while engaged in reading pseudowords. Students’ EEG activation, EMG, and BVP were assessed during baseline, relaxation, and experimental conditions. Results indicated that the normative goal condition was associated with lower amplitudes in alpha and beta waves, suggesting the presence of a slow cortical disorder. Furthermore, EMG and HR variability were at higher levels during the normative goal condition, suggesting elevated levels of anxiety and stress. It is concluded that normative performance goals are associated with divergent regulatory mechanisms compared to non-normative performance goals, which are quite stressful for individuals with dyslexia

Anxiety · Arousal · Cognition · Cognitive psychology · Developmental psychology · Dyslexia · Normative · Psychiatry · Clinical Psychology · Education, Achievement, and Giftedness · Educational and Psychological Assessments · Motivation and Self-Concept in Sports · Neuroscience · Psychology · Social Psychology

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