Cell phone (mobile) has become part of the daily life of young people and its use continues to expand, being used every time at a younger age. At the same time, the use of the cell phone can become a distraction when it is used too much for entertainment purposes, especially when it competes with the time that should be spent on reading and doing homework. Therefore, this study tried to establish whether there was a relationship between cell phone use, habits and attitudes towards reading and its influence on academic performance in middle-level students of the Mariano Moreno Adventist Institute, in the city of Posadas, Misiones (Argentina), in the school year 2018. The study was cross-sectional, correlational and quantitative. To measure the use of the cell phone, the Mobile Dependency Test (TDM) was used; Attitudes and habits towards reading were valued with the HAL questionnaire, and ...

Cell phone (mobile) has become part of the daily life of young people and its use continues to expand, being used every time at a younger age. At the same time, the use of the cell phone can become a distraction when it is used too much for entertainment purposes, especially when it competes with the time that should be spent on reading and doing homework. Therefore, this study tried to establish whether there was a relationship between cell phone use, habits and attitudes towards reading and its influence on academic performance in middle-level students of the Mariano Moreno Adventist Institute, in the city of Posadas, Misiones (Argentina), in the school year 2018. The study was cross-sectional, correlational and quantitative. To measure the use of the cell phone, the Mobile Dependency Test (TDM) was used; Attitudes and habits towards reading were valued with the HAL questionnaire, and ...

The purpose of this study was to determine if there is a significant difference in the level of reading comprehension between a pretest and a posttest, in students of an open high school in Nuevo León (Mexico) after an intervention based on motivation and metacognitive strategies. A quasi-experimental quantitative design was used with an intervention of 14 weeks between the application of both measurements. The sample consisted of 18 students to whom three instruments were applied, the Cloze Test to measure reading comprehension, the Attributional Motivation Scale of General Achievement and the Inventory of General Metacognitive Strategies. The findings showed that there is a significant difference in reading comprehension (t (17) = 3.653, p = .002, Cohen'sd = 0.86) and metacognitive strategies (W = 30.00, p = .017, Biserial correlation r = 0.649) between the pretest and the posttest, a...

The purpose of this study was to determine if there is a significant difference in the level of reading comprehension between a pretest and a posttest, in students of an open high school in Nuevo León (Mexico) after an intervention based on motivation and metacognitive strategies. A quasi-experimental quantitative design was used with an intervention of 14 weeks between the application of both measurements. The sample consisted of 18 students to whom three instruments were applied, the Cloze Test to measure reading comprehension, the Attributional Motivation Scale of General Achievement and the Inventory of General Metacognitive Strategies. The findings showed that there is a significant difference in reading comprehension (t (17) = 3.653, p = .002, Cohen'sd = 0.86) and metacognitive strategies (W = 30.00, p = .017, Biserial correlation r = 0.649) between the pretest and the posttest, a...