Latent Profiles of Reading Motivation in Adolescent Native-Spanish-Speaker Multilingual Learners

IF 1.2 Q4 PSYCHOLOGY, EDUCATIONAL

Reading Psychology Pub Date : 2021-11-29 DOI:10.1080/02702711.2021.2008073

R. A. Griffin, Diana Mindrila, L. Farran

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引用次数: 3

Abstract

Abstract Reading motivation may elucidate discrepancies in reading achievement among multilingual high school students whose first language is Spanish. Utilizing a person-centered approach to investigate underlying reading motivation profiles among N = 174 adolescent native Spanish speakers (NSS), analyses yielded three latent profiles of reading motivation, including (a) an “Average” (AVG) class characterized by slightly above-average scores on the reading self-concept (RSC) factor and slightly below-average scores on the reading attitude (RA) factor, (b) an “Above Average” (AA) class characterized by above average scores on both RSC and RA factors, and (c) a “High RSC-Low RA” (HRSC-LRA) class characterized by the highest RSC factor scores and below-average RA factor scores. The three reading motivation profiles were significantly associated with demographic covariates (e.g., gender and length of residency in the U.S.), consistent with previous research. Further, latent profile membership was a significant predictor of English reading proficiency scores on the Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS for ELLs). We discuss practical implications and provide suggestions for future research.

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以西班牙语为母语的青少年多语学习者阅读动机的潜在特征

阅读动机可以解释以西班牙语为母语的多语高中生阅读成绩的差异。采用以人为本的方法，对174名西班牙语母语青少年(NSS)的潜在阅读动机特征进行了调查，分析得出了三种潜在阅读动机特征，包括(a)“平均”(AVG)类别，其阅读自我概念(RSC)因子得分略高于平均水平，阅读态度(RA)因子得分略低于平均水平;(b)“高于平均水平”(AA)类别，其RSC和RA因子得分均高于平均水平;(c)“高RSC-低RA”(HRSC-LRA)类别，其RSC因子得分最高，RA因子得分低于平均水平。这三种阅读动机与人口学协变量(如性别和在美居住时间)显著相关，与之前的研究一致。此外，潜在特征隶属度是英语学习者国家对国家英语理解和沟通评估(ACCESS for ELLs)中英语阅读能力得分的显著预测因子。本文讨论了实际意义，并对未来的研究提出了建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Reading Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

2.20

自引率

7.10%

发文量

期刊介绍： Prepared exclusively by professionals, this refereed journal publishes original manuscripts in the fields of literacy, reading, and related psychology disciplines. Articles appear in the form of completed research; practitioner-based "experiential" methods or philosophical statements; teacher and counselor preparation services for guiding all levels of reading skill development, attitudes, and interests; programs or materials; and literary or humorous contributions.