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| Autor/inn/en | Pasha-Zaidi, Nausheen; Hines, Valneshia; Afari, Ernest |
|---|---|
| Titel | More than Words: A Study of Ethnic Identity, Reading Self-Efficacy, and Reading Practices of Hispanic American and African American Adults |
| Quelle | In: Reading Psychology, 43 (2022) 2, S.105-128 (24 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0270-2711 |
| DOI | 10.1080/02702711.2021.1888343 |
| Schlagwörter | Hispanic Americans; African Americans; Ethnicity; Self Efficacy; Reading Habits; Reading Skills; Adults; Language Usage; Family Environment; Gender Differences; Achievement Gap; Racial Differences; Texas (Houston); Multigroup Ethnic Identity Measure |
| 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. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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