How L1–L2 typological distance moderates the interplay between cognitive resources and LLM predictors in L2 reading

This study examines the relationship between cognitive processes and job performance in teachers at the Cruz del Norte Educational Unit, focusing on attention, planning, organization, anxiety, and job stress. A mixed-method design was applied, combining quantitative and qualitative techniques such as psychometric tests, Pearson correlation, multiple regression analysis, Student’s t-test, the Delphi method, and the Ishikawa diagram. The results show that executive functions, particularly planning and organization, have a significant positive impact on job performance. Teachers with higher levels of these skills demonstrate better performance, with strong correlations (r = 0.72, p = 0.001; r = 0.65, p = 0.003). In contrast, anxiety and stress act as limiting factors. Multiple regression analysis indicates that anxiety (β = -0.4946, p < 0.0001) and stress (β = -0.3721, p < 0.001) negatively predict job performance. Additionally, job indiscipline—reflected in absenteeism and lateness—shows a strong negative correlation with performance (r = -0.74, p < 0.000). These findings highlight the importance of time management and organizational commitment, as well as the need to implement training and psychological support strategies to improve teacher performance and educational quality.

این مطالعه به بررسی رابطه بین فرایندهای شناختی و عملکرد شغلی در معلمان واحد آموزشی Cruz del Norte می‌پردازد و بر توجه، برنامه‌ریزی، سازمان‌دهی، اضطراب و استرس شغلی تمرکز دارد. از طرح پژوهشی ترکیبی استفاده شده است که تکنیک‌های کمی و کیفی مانند آزمون‌های روان‌سنجی، همبستگی پیرسون، تحلیل رگرسیون چندگانه، آزمون t استیودنت، روش دلفی و نمودار ایشیکاوا را ترکیب می‌کند. نتایج نشان می‌دهد که کارکردهای اجرایی، به‌ویژه برنامه‌ریزی و سازمان‌دهی، تأثیر مثبت معناداری بر عملکرد شغلی دارند. معلمانی که سطوح بالاتری از این مهارت‌ها را دارا هستند، عملکرد بهتری از خود نشان می‌دهند و همبستگی‌های قوی (r = ۰.۷۲, p = ۰.۰۰۱؛ r = ۰.۶۵, p = ۰.۰۰۳) مشاهده شده است. در مقابل، اضطراب و استرس به‌عنوان عوامل محدودکننده عمل می‌کنند. تحلیل رگرسیون چندگانه نشان می‌دهد که اضطراب (β = -۰.۴۹۴۶, p < ۰.۰۰۰۱) و استرس (β = -۰.۳۷۲۱, p < ۰.۰۰۱) پیش‌بینی‌کننده منفی عملکرد شغلی هستند. همچنین، بی‌انضباطی شغلی—که در غیبت و تأخیر منعکس می‌شود—همبستگی منفی قوی با عملکرد دارد (r = -۰.۷۴, p < ۰.۰۰۰). این یافته‌ها اهمیت مدیریت زمان و تعهد سازمانی و همچنین ضرورت اجرای راهبردهای آموزشی و حمایت روان‌شناختی برای بهبود عملکرد معلمان و کیفیت آموزشی را برجسته می‌کند.

This study examines the relationship between cognitive processes and job performance in teachers at the Cruz del Norte Educational Unit, focusing on attention, planning, organization, anxiety, and job stress. A mixed-method design was applied, combining quantitative and qualitative techniques such as psychometric tests, Pearson correlation, multiple regression analysis, Student’s t-test, the Delphi method, and the Ishikawa diagram. The results show that executive functions, particularly planning and organization, have a significant positive impact on job performance. Teachers with higher levels of these skills demonstrate better performance, with strong correlations (r = 0.72, p = 0.001; r = 0.65, p = 0.003). In contrast, anxiety and stress act as limiting factors. Multiple regression analysis indicates that anxiety (β = -0.4946, p < 0.0001) and stress (β = -0.3721, p < 0.001) negatively predict job performance. Additionally, job indiscipline—reflected in absenteeism and lateness—shows a strong negative correlation with performance (r = -0.74, p < 0.000). These findings highlight the importance of time management and organizational commitment, as well as the need to implement training and psychological support strategies to improve teacher performance and educational quality.

این مطالعه به بررسی رابطه بین فرایندهای شناختی و عملکرد شغلی در معلمان واحد آموزشی Cruz del Norte می‌پردازد و بر توجه، برنامه‌ریزی، سازمان‌دهی، اضطراب و استرس شغلی تمرکز دارد. از طرح پژوهشی ترکیبی استفاده شده است که تکنیک‌های کمی و کیفی مانند آزمون‌های روان‌سنجی، همبستگی پیرسون، تحلیل رگرسیون چندگانه، آزمون t استیودنت، روش دلفی و نمودار ایشیکاوا را ترکیب می‌کند. نتایج نشان می‌دهد که کارکردهای اجرایی، به‌ویژه برنامه‌ریزی و سازمان‌دهی، تأثیر مثبت معناداری بر عملکرد شغلی دارند. معلمانی که سطوح بالاتری از این مهارت‌ها را دارا هستند، عملکرد بهتری از خود نشان می‌دهند و همبستگی‌های قوی (r = ۰.۷۲, p = ۰.۰۰۱؛ r = ۰.۶۵, p = ۰.۰۰۳) مشاهده شده است. در مقابل، اضطراب و استرس به‌عنوان عوامل محدودکننده عمل می‌کنند. تحلیل رگرسیون چندگانه نشان می‌دهد که اضطراب (β = -۰.۴۹۴۶, p < ۰.۰۰۰۱) و استرس (β = -۰.۳۷۲۱, p < ۰.۰۰۱) پیش‌بینی‌کننده منفی عملکرد شغلی هستند. همچنین، بی‌انضباطی شغلی—که در غیبت و تأخیر منعکس می‌شود—همبستگی منفی قوی با عملکرد دارد (r = -۰.۷۴, p < ۰.۰۰۰). این یافته‌ها اهمیت مدیریت زمان و تعهد سازمانی و همچنین ضرورت اجرای راهبردهای آموزشی و حمایت روان‌شناختی برای بهبود عملکرد معلمان و کیفیت آموزشی را برجسته می‌کند.

Many children who experience reading challenges develop co-occurring mental health difficulties, such as reading anxiety. The current study tested the relationships between specific reading skills (decoding, fluency, and comprehension) and reading anxiety symptoms. Participants were 230 twins between 8 and 13 years old. Multi-level linear regression models were used to account for family relationships and covaried for age and sex. Age was positively associated and sex was not associated with reading anxiety. Lower decoding (β = -0.19, p < .001), reading fluency (β = -0.22, p < .001), and reading comprehension skills (β = -0.22, p < .001) were significantly associated with higher reading anxiety symptoms. When testing whether each reading skill contributed to reading anxiety after controlling for others, reading comprehension (β = -0.15, p = .010) remained significantly associated with reading anxiety symptoms, whereas decoding (β = 0.01, p = .90) and reading fluency (β = -0.13, p = .08) were no longer significant. Model comparisons followed a similar pattern indicating that reading comprehension (and to a lesser extent fluency) accounted for significant variance in reading anxiety over and above other reading skills, while decoding did not. Secondary analyses covarying for clinical anxiety and ADHD symptoms showed that the association between reading skills and reading anxiety could not be accounted for by these co-occurring symptoms. This study is among the first to examine relationships between specific reading skills and reading anxiety symptoms and highlights the need for improved identification and treatment of reading anxiety symptoms in struggling readers.

Reading achievement is influenced by a variety of cognitive and affective elements, with reading motivation and metacognitive awareness identified as two of the most important. This study examined (1) the relationship of students' reading motivation and reading achievement, (2) the relationship between metacognitive awareness and reading achievement, and (3) the combined contribution of reading motivation and metacognitive awareness to reading achievement among eleventh-grade students at SMAN 1 Sungai Lilin. Employing a quantitative correlational research design, The population for this research comprised 344 students enrolled in the eleventh grade from ten classes. Cluster random sampling was then applied to obtain a sample of 106 students. Data were gathered through the Motivation for Reading Questionnaire (MRQ), the Survey of Reading Strategies (SORS), and a reading achievement test. The obtained data were processed and analyzed using IBM SPSS Statistics version 25, which included descriptive statistics, Pearson product-moment correlation, partial correlation, and multiple regression. The findings showed that a positive relationship of moderate strength was associated with reading achievement (r = .600, p < .001), whereas metacognitive awareness demonstrated a strong positive relationship with reading achievement (r = .791, p < .001). In addition, the partial correlation analysis revealed a significant but weak positive association between reading motivation and metacognitive awareness after controlling for reading achievement (r = .304, p = .002). Reading motivation and metacognitive awareness explained 64.5% of the variation associated with reading achievement (R² =.645), according to the multiple regression analysis. These findings underscore the important roles of both reading motivation and metacognitive awareness in supporting students' reading achievement and suggest that both factors should be explicitly integrated into reading instruction to enhance students' reading performance

This study aims to analyze the effect of using gamification-based Quizizz as a digital assessment on the learning motivation and engagement of grade X Building Construction and Housing Engineering students in the Basic Building Construction and Housing Engineering course at SMKN 3 Surabaya. This research examines how Quizizz assessments integrated with gamification influence motivation and learning engagement among 10th-grade students majoring in Building and Housing Construction Engineering in the Basic of Building and Housing Construction Engineering course at SMKN 3 Surabaya. A quantitative experiment was conducted using a single-group pretest–posttest design, and all 33 students in the population participated through total sampling. Data were collected via a Likert scale questionnaire and observation sheets, then analyzed using the paired t-test, the Wilcoxon signed-rank test, effect size calculations, and N-Gain. The research findings indicate that Quizizz combined with gamification did not result in a significant change in students’ learning motivation (Sig. = 0.769 > 0.05; effect size = 0.05), but it significantly increased learning engagement (Sig. = 0.027 < 0.05; effect size = 0.384). Observational data support this, showing an engagement rate of 86.67% (classified as very high). Therefore, Quizizz-based gamification appears to be more suitable for enhancing engagement than motivation in technical vocational subjects. Gamification-based Quizizz has proven to be more effective in enhancing learning engagement than learning motivation in technical vocational subjects. Teachers are advised to combine Quizizz with additional strategies, such as linking the material to real-world construction work contexts, in order to foster students’ learning motivation more comprehensively.