Psychological Variables Contributing to Text Comprehension in University Students

Abstract

Introduction. Reading comprehension is pivotal for learning and persistence in higher education, yet sizeable gaps remain in critical reading and achievement. Objective. To critically analyze the literature (2013–2023) and propose a predictive model linking epistemological beliefs (CE), learning approaches (EA), motivational self-regulation strategies (EAM), and reading comprehension (CT). Modality and method. A critical review was conducted through searches in ERIC, Scopus, ScienceDirect, SciELO, RedALyC, Dialnet, and Google Scholar. University-based studies were included if they addressed ≥2 model variables (2013–2023). Pure psychometric validations and studies without CT measures were excluded. The reviewed sample comprised 22 studies (correlational/predictive, some longitudinal and quasi-experimental, plus a complementary meta-analytic synthesis), with a total of ≈6,800 students from various countries. Results. Convergence on a chained mediation CE → EA → EAM → CT alongside direct paths CE → CT and EA → CT. EAM predicts effort and, in turn, better CT. Noted constraints include psychometric heterogeneity (e.g., EQEBI, R-SPQ-2F), reliance on self-reports and cross-sectional designs, and regional gaps (underrepresentation of Latin America and first-year cohorts). Some findings indicate that performance goals and certain “naïve” beliefs can relate to positive outcomes when well regulated. Conclusions. An integrative model is proposed to guide training that flexibilizes naïve CE, promotes deep EA, and strengthens EAM (task value, mastery goals, self-consequences, environmental structuring). Longitudinal SEM validation, multimethod CT assessment, and randomized trials with first-year students in Latin America are recommended to enhance generalizability and inform interventions for persistence and academic success.