Date of Award

2018

Degree Type

Thesis

Degree Name

Master of Arts (MA)

Department

Psychology

Abstract

This study assesses sixth-grade Spanish-speaking English Language Learners' (ELLs'; m age = 12.15 years old) participation and motivation to participate in classroom discussion through developing a 20-item measure, the Motivation for Classroom Discussion Questionnaire (MCD-Q) (Study 1 n = 258). We examined the relation between ELLs' bi-literacy and MCD-Q scores as well as amount of talk during discussion, measured by audio-recordings of their English Language Arts class (Study 2 n = 149). Study 1 findings indicated that the MCD-Q items cohered into five motivational constructs (value, language-efficacy, extrinsic motivation, social motivation, and interest). Study 2 findings showed the MCD-Q's predictive validity. Specifically, bi-literate ELLs who reported high levels of motivation to participate in classroom discussion were more likely to engage in classroom discussion than were their less bi-literate and less motivated counterparts.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

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