The Effects of Family Cultural Capital on Reading Motivation and Reading Behavior in Elementary School Students with New Immigrant Background: A Structural Equation Model

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This study was designed to investigate the impact of family cultural capital on reading motivation and reading behavior among new immigrant children and non-immigrant children. This research used Chang and Wang's family cultural capital, reading motivation, and reading behavior questionnaire to conduct the survey. The target population of this study was students enrolled in fifth grade and sixth grade in elementary school in the fall of 2017 in Tainan, Taiwan. The sample include 414 students from new immigrant families and 422 students from non-immigrant families; the total number of individuals was 837. Structural equation modeling (SEM) analytical procedures were performed ... continued below

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Tseng, Hui Te Li August 2018.

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  • Tseng, Hui Te Li

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Description

This study was designed to investigate the impact of family cultural capital on reading motivation and reading behavior among new immigrant children and non-immigrant children. This research used Chang and Wang's family cultural capital, reading motivation, and reading behavior questionnaire to conduct the survey. The target population of this study was students enrolled in fifth grade and sixth grade in elementary school in the fall of 2017 in Tainan, Taiwan. The sample include 414 students from new immigrant families and 422 students from non-immigrant families; the total number of individuals was 837. Structural equation modeling (SEM) analytical procedures were performed to test the hypothesized relationships. The results indicate that the seven latent variables were related to each other directly or indirectly. The main findings of this study are as follows: 1) family socioeconomic status significantly affects students' acquisition of family cultural capital; 2) family reading habits significantly affect students' reading motivation; 3) intrinsic reading motivation significantly affects students' reading behavior; and 4) external reading motivation shows no direct significant effect on reading time or the number of items read.

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  • August 2018

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  • Sept. 26, 2018, 6:16 p.m.

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Tseng, Hui Te Li. The Effects of Family Cultural Capital on Reading Motivation and Reading Behavior in Elementary School Students with New Immigrant Background: A Structural Equation Model, dissertation, August 2018; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc1248472/: accessed January 20, 2019), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .