Cognitive and Metalinguistic Abilities Related to Critical Reading in Psychology University Students

Critical reading is one of the fundamental competencies required in higher education, playing a crucial role in student success across diverse academic disciplines. Numerous studies highlight its significance, identifying critical reading as the strongest predictor of academic performance among university students. However, the specific cognitive mechanisms underpinning this competency remain insufficiently understood. This study explores the relationships between critical reading and several cognitive variables—working memory, processing speed, phonemic awareness, and morphological awareness—within a sample of 76 undergraduate psychology students. Employing mediation analysis, the research investigates both direct and indirect effects of these cognitive skills on critical reading performance. Results indicate that working memory demonstrates a significant direct relationship with critical reading. In contrast, processing speed, phonemic awareness, and morphological awareness showed neither direct nor indirect effects on critical reading skills. These findings underscore working memory’s unique role as a reliable predictor of critical reading ability and emphasize its importance in fostering academic achievement in higher education contexts. Based on these results, the implementation of targeted cognitive strategies to strengthen working memory may prove beneficial in enhancing reading comprehension. Moreover, the potential use of neuromodulation techniques—such as transcranial direct current stimulation (tDCS)—could be explored as complementary approaches to boost cognitive functions linked to reading processes. Future educational interventions might combine these cognitive and neurotechnological tools to support the development of critical reading skills, ultimately contributing to improved learning outcomes in university settings.