Exploring emotional responses to academic reading: a cross-discipline analysis of second year students

Authors

DOI:

https://doi.org/10.47408/jldhe.vi37.1693

Keywords:

academic reading, emotions, transition to HE, metacognition

Author Biography

Tasha Cooper, UWE Bristol

Tasha Cooper worked in the Learning Development team at UWE Bristol (2021-24) and now teaches in the School of Computing and Creative Technologies. Her current phenomenological research project explores the significant role of affect in academic reading, with broader interests in critical pedagogy, digital literacy, and AI in education.

References

Barclay, L. (2021) ‘Not seeing the woods for the trees: encouraging active reading’, The Journal of Academic Development and Education. Available at: https://doi.org/10.21252/7zz4-c814

Bergman, L. (2024) ‘Students’ reading in higher education: challenges and ways forward’, Journal of Adolescent and Adult Literacy, 67(6), pp.335-246. Available at: https://doi.org/10.1002/jaal.1346

Gorzycki, M., Desa, G., Howard, P. J. and Allen, D. D. (2020) ‘“Reading Is Important,” but “I don’t read”: undergraduates’ experiences with academic reading’, Journal of Adolescent & Adult Literacy, 63(5), pp.499-508. Available at: https://doi.org/10.1002/jaal.1020

Huda, N. (2022) ‘Towards the setting up and evaluation of academic reading circles: a critical commentary on academic reading practices in higher education institutions’, Investigations into University Learning and Teaching, 13. Available at: https://repository.londonmet.ac.uk/7754/ (Accessed: 10 September 2025).

Kimberley, E. and Thursby, M. (2020) ‘Framing the text: understanding emotional barriers to academic reading’, Journal of University Teaching & Learning Practice, 17(2).

Mason, W. and Warmington, M. (2024) ‘Academic reading as a grudging act: how do higher education students experience academic reading and what can educators do about it?’, Higher Education, 88, pp.839-856. Available at: https://doi.org/10.1007/s10734-023-01145-2

Saville, J., Cooper, T., Edge, T. and Hunt, S. (2023) ‘How can collaborative reading techniques impact confidence and belonging?’, Journal of Learning Development in Higher Education, 29, pp.1-9. Available at: https://doi.org/10.47408/jldhe.vi29.1112

Seburn, T. (2016) Academic reading circles. Createspace Independent Publishing Platform.

Soares, S. and Badcock, N. (2020) ‘Does reading anxiety impact on academic achievement at university?’, Learning Difficulties Australia Bulletin, 52(2), pp.31-33. Available at: https://doi.org/10.1002/dys.1738

Downloads

Published

30-09-2025

How to Cite

Cooper, T. (2025). Exploring emotional responses to academic reading: a cross-discipline analysis of second year students . Journal of Learning Development in Higher Education, (37). https://doi.org/10.47408/jldhe.vi37.1693

Issue

No. 37 (2025): Special Edition, ALDinHE Conference Proceedings and Reflections

Section

Conference Proceedings

License

Copyright (c) 2025 Journal of Learning Development in Higher Education

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).