Presenter Profile

Tasha Cooper

Session Title(s)

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

In this presentation, I will outline the initial analysis of results from a phenomenological research project currently underway at UWE Bristol. The research explores the emotional and psychological responses to academic reading for undergraduate students and aims to consider how these responses have been constructed, developed and modified during their educational experience so far.  

A significant body of research into undergraduate reading practice already exists, but much of it takes a linguistic perspective (Abegglen et al., 2020) or focuses on ‘reducing non-compliance’ with set reading (Baker et al., 2019, p. 150). Until recently, much of the literature did not offer a qualitative student perspective (Barclay 2021) on the role of student affect. However, newer papers from the last five years have taken a more qualitative view, aiming to understand why some students do not engage in academic reading and have begun to consider the emotional and psychological aspects (Bergman, 2024; Mason and Warmington, 2024; Huda, 2022; Gorzycki et al., 2020; Kimberley and Thursby, 2020; Soares and Badcock, 2020). 

My postgraduate research project aims to contribute to the literature around academic reading, exploring how and why emotional barriers may have developed. Initial findings from data collected via an anonymous online survey and semi-structured interviews conducted during Spring 2025 will be presented. The ethical considerations of the research have been reviewed and approved by Dr Catherine Rosenberg on behalf of the UWE Bristol Research Ethics Committee [December 2024]. 

The results from my research will be of interest to others within the field so that we can design learning development activities which enable all students to engage in strategic, successful academic reading. 

Biography

I am an experienced educator currently working as a Lecturer in Information Science at UWE Bristol. I am passionate about learning development and enabling students from all backgrounds to develop the skills and strategies to succeed in higher education. I am currently completing an MA in Education, with a phenomenological research study focusing on the significant role of affect in academic reading, and my research interests focus on critical pedagogy, digital literacy, and AI in education.

Last modified: 24/07/2025