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More than Words: A Study of Ethnic Identity, Reading Self-Efficacy, and Reading Practices of Hispanic American and African American Adults
Reading Psychology ( IF 1.2 ) Pub Date : 2021-10-04 , DOI: 10.1080/02702711.2021.1888343
Nausheen Pasha-Zaidi 1 , Valneshia Hines 2 , Ernest Afari 3, 4
Affiliation  

Abstract

Reading is a basic skill that is needed for academic success and employment opportunity. Aliteracy, or the lack of a reading habit, and lower motivation to read, are problems at the university level, especially among ethnically diverse adults. Reading self-efficacy is associated with reading comprehension, word reading, foreign language learning and the use of reading strategies. Given that ethnic identity has been linked to well-being and an improved sense of competence among minoritized adults, the present study sought to investigate the connection between reading self-efficacy and ethnic identity as well as the reading practices of African American and Hispanic American adults. Results revealed that ethnic identity, ethnicity, and home language explained a statistically significant amount of variance in reading self-efficacy. Similarities and differences in reading choices based on gender were also investigated.



中文翻译:

不仅仅是文字:对西班牙裔美国人和非裔美国人成年人的种族认同、阅读自我效能和阅读实践的研究

摘要

阅读是学业成功和就业机会所需的基本技能。识字或缺乏阅读习惯以及阅读动机较低是大学层面的问题,尤其是在不同种族的成年人中。阅读自我效能与阅读理解、单词阅读、外语学习和阅读策略的使用有关。鉴于种族认同与少数族裔成年人的幸福感和能力感的提高有关,本研究旨在调查阅读自我效能感与种族认同之间的联系,以及非裔美国人和西班牙裔美国成年人的阅读习惯。 . 结果显示,种族认同、种族和家庭语言解释了阅读自我效能的统计学显着差异。

更新日期:2021-10-04
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