Mediating Role of Cognitive Affective Regulation on the Influence of Translanguaging Strategy and Digital Reading Literacy on the Reading Comprehension Proficiency of Grade 10 Students
Year: 2026
Type: article
Abstract: Reading comprehension is essential to academic learning, yet difficulties persist among Filipino learners, and little research has examined how translanguaging and digital reading practices interact with cognitive-affective regulation. Anchored on García and Wei’s (2014) Translanguaging Theory, with Gross’s (1998) process model of emotion regulation and Pekrun’s (2006) Control-Value Theory explaining the regulatory pathway, this study examined the mediating role of cognitive-affective regulation in the relationship of translanguaging strategy and digital reading literacy with reading comprehension among 184 Grade 10 learners in a public secondary school. A quantitative descriptive-correlational design with mediation analysis was used, and participants were selected through proportionate stratified random sampling. Data were analysed using descriptive statistics, multiple regression, and structural equation modelling. Results showed that translanguaging strategy was high, while digital reading literacy and cognitive-affective regulation were moderate. Overall reading comprehension was at the instructional level, with literal and critical comprehension showing greater difficulty. Translanguaging strategy and cognitive-affective regulation significantly predicted reading comprehension, whereas digital reading literacy did not predict it independently. Mediation analysis showed that cognitive-affective regulation fully mediated the effects of both translanguaging strategy and digital reading literacy on reading comprehension. The study concludes that linguistic flexibility and digital reading competence support comprehension largely when learners can regulate the cognitive and emotional demands of reading. Future studies should use longitudinal or intervention-based designs across diverse school contexts to examine how cognitive-affective regulation develops and mediates these effects.
Authors: Vedra, Allen Joy A., Mendoza, Revina O.
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W7225663844
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