Investigating the Relationships Among Explicit and Implicit Language Bias, Reading Motivation, and Reading Comprehension Among Bilingual College Students

Author

Erika Vanessa Garza, The University of Texas Rio Grande Valley

Date of Award

8-1-2024

Document Type

Thesis

Degree Name

Master of Arts (MA)

Department

Psychology

First Advisor

Yu-Cheng Lin

Second Advisor

Hitomi Kambara

Third Advisor

Po-Yi Chen

Abstract

This study explored the relationship between language attitudes in reading motivation and reading comprehension in 243 voluntary English-Spanish bilingual college students. The current study focused on addressing two primary research questions: investigating the relationships between explicit and implicit language bias and reading motivation in English and Spanish and the relationships between explicit and implicit language bias and reading comprehension in English and Spanish. A multivariate multiple regression analysis revealed the dscore and Spanish Explicit Attitude to be significant on multiple outcome variables, English Explicit Attitude did not. Subsequent univariate analyses identified numerous individual effects that were statistically significant.

Comments

Copyright 2024 Erika Vanessa Garza. https://proquest.com/docview/3116181863

Recommended Citation

Garza, Erika Vanessa, "Investigating the Relationships Among Explicit and Implicit Language Bias, Reading Motivation, and Reading Comprehension Among Bilingual College Students" (2024). Theses and Dissertations. 1612.
https://scholarworks.utrgv.edu/etd/1612