Motivating Students With Dyslexia: The Debilitating Effects of Normative Performance Goals on Their Physiological Arousal

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 a diagnosis of dyslexia. Students subjected an experimental induction while engaged reading pseudowords. Students’ EEG activation, EMG, BVP assessed during baseline, relaxation, conditions. Results indicated goal condition was lower amplitudes alpha beta waves, suggesting presence slow cortical disorder. Furthermore, EMG HR variability at higher levels condition, elevated anxiety stress. It is concluded are regulatory mechanisms compared goals, which quite stressful for individuals