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Stanford University
Graduate School of Education
UNDERGRADUATE HONORS
Path to Fluency: Motivation in Puerto Rican Students
to Develop their English Language Skills
Kelly Schindler
May 2014
A Thesis in partial fulfillment
of the requirements for Undergraduate Honors
Approvals:
Honors Program Director: ____________________________________
Deborah Stipek, Ph.D., date
Honors Advisor: ___________________________________
Guadalupe Valdes, Ph.D., date
i
ABSTRACT
The role of the English language in Puerto Rico has been a controversial topic for the past
few decades. Even though English is taught in schools as a second language and is one of the
official languages in the island, many people are not learning English. Many scholars claim that
people are not learning English due to differing attitudes towards the language; however, most of
this research presented by these scholars has been performed on adults. This study therefore
looks into the different motivations that elementary Puerto Rican students have when learning
English in schools. One hundred and five students were given a survey that asked about their
different uses and exposure to English. I primarily addressed the following question in the course
of this study: what motivates students to exert effort and seek opportunities to develop their
English skills? Research results show that students’ efforts towards learning English in the
classroom and the extent to which they use the language outside of the classroom are predictable
by different motivations, such as motivations coming from external forces, motivations towards
seeing English as an important instrument for their future, and the value they place in learning
English. The exposure to English in students’ families was also highly correlated to how much
effort students exert in learning English in the classroom.
ii
ACKNOWLEDGEMENTS
I would like to thank Prof. Deborah Stipek and Jesse Foster for their constant feedback
and support throughout the year. I would not have been able to analyze and complete this project
without their aid. I am also very grateful for Prof. Guadalupe Valdes’s class on bilingualism for
inspiring me to want to learn more about language learning and for Guadalupe’s help throughout
my project. I would like to thank my parents for their support and for helping me with the
printing of the surveys. Thanks to Carlos for patiently listening to me every time I needed to talk
about my project. I want to thank Teresa for making butterbeer coffee whenever I had long
nights and Rashmi for our weekly dinners. I would finally like to thank the schools and the
students that agreed to participate in this study.
To my abuelo, who loved writing.
iii
TABLE OF CONTENTS
ABSTRACT ................................................................................................................................................... i
ACKNOWLEDGEMENTS ................................................................................................................................. ii
TABLES AND FIGURES .................................................................................................................................... v
CHAPTER 1: INTRODUCTION ......................................................................................................................... 1
CHAPTER 2: LITERATURE REVIEW ................................................................................................................. 4
Language policies in Puerto Rico ............................................................................................................. 4
English situation in the island ................................................................................................................... 5
Motivation ................................................................................................................................................. 9
Psychological Frameworks ....................................................................................................................... 9
Socio-educational Frameworks ............................................................................................................... 11
Conclusion .............................................................................................................................................. 12
CHAPTER 3: METHODOLOGY ...................................................................................................................... 14
CHAPTER 4: DATA ANALYSIS ....................................................................................................................... 17
CHAPTER 5: RESULTS ................................................................................................................................... 20
CHAPTER 6: DISCUSSION ............................................................................................................................. 23
Perceived Competence ............................................................................................................................ 23
Effort ....................................................................................................................................................... 25
Purposeful Opportunities to Use English ................................................................................................ 27
Family Exposure ..................................................................................................................................... 28
Conclusion .............................................................................................................................................. 29
Appendix A: School Invitation ..................................................................................................................... 30
Appendix B: School Invitation in Spanish .................................................................................................... 31
Appendix C: Parent Consent ....................................................................................................................... 32
Appendix D: Parent Consent Form in Spanish ............................................................................................ 33
Appendix E: Student Assent Script .............................................................................................................. 34
Appendix F: Student Assent Script in Spanish ............................................................................................ 35
Appendix G: Student Assent ....................................................................................................................... 36
Appendix H: Student Assent in Spanish ...................................................................................................... 37
Appendix I: Student and Parent Debriefing ................................................................................................ 38
Appendix J: Student and Parent Debriefing in Spanish .............................................................................. 39
Appendix K: Survey ..................................................................................................................................... 40
iv
Appendix L: Survey in Spanish .................................................................................................................... 43
REFERENCES ................................................................................................................................................ 46
v
TABLES AND FIGURES
Figure 1: Hypotheses of Results…………………………………………………...…………....13
Table 1: Example of Survey Scales…………………………………………………………….. 16
Table 2: Division of Variables with Statistical Information…………………………………18-19
Table 3: Pearson’s Correlations………………………………………………………………..20
Table 4: Regression Analysis……………………………………………………………………21
Figure 2: Results………………………………………………………………………………...22
1
CHAPTER 1: INTRODUCTION
Born and raised in Puerto Rico, I experienced firsthand that many students do not learn
how to speak English and that students’ attitudes towards learning English vary. Some of my
classmates were really interested in learning English and would speak it outside of the
classroom, while other students did not enjoy it and believed English class was a waste of time.
The role of the English language in Puerto Rico has been a controversial topic for the past few
decades (Alvar, 1982; Álvarez-González, 1999). Even though English is not commonly spoken
in the everyday lives of people, it is currently (in addition to Spanish) an official language of the
island. Many people are asked to demonstrate fluency in the language when applying for jobs,
and it is taught as an academic subject from kindergarten. Despite this central role of English,
statistics support my personal observation—many people are not learning English. According to
the 2000 Census, only 19.1% of Puerto Ricans report that they speak English fluently. In 2011,
only 23% of students had a proficient knowledge of English in the Puerto Rican Academic
Achievement Tests (Sapientis, 2011).
Given the importance of English, why are many people not fluent in English? Some
scholars claim that the poor English fluency in Puerto Rico is due to different attitudes towards
the language (Epstein, 1967; Pousada, 1999; Resnick, 1993). They claim, for example, that some
Puerto Ricans see English as an enemy; if you speak it, you are rejecting Spanish and the role it
plays in Puerto Rican culture and identity (Clachar, 1997; Epstein, 1967). Other scholars see it as
an opportunity; if you do not speak it, you are not taking advantage of many potential
opportunities and you will not have access to education in many fields (Alvar, 1982; Clachar,
1997; Resnick, 1993). Consistent with this view, scholars claim that English is a symbol of
2
power and prestige on the island and that the levels of prestige of private schools depend on the
strength of their English programs (Clachar, 1997).
Most of the literature I have found related to Puerto Rico focuses on adults’ attitudes
towards English and their experiences with the language. Other relevant literature found mostly
focused on younger student language learning motivation in other countries, such as Spain,
Canada, Poland, and Romania (Gardner, 2007). The attitudes for and against learning English
presented above may not apply to younger students, who are typically just encountering English
in a formal setting, starting from kindergarten. Students can experience parental pressures to
learn or not learn a language, which turn into external motivations (Pousada, 2009). When
learning a language, adults are faced with different pressures than children, such as societal and
economic pressures. Children are presumably only aware of the pressures in school settings and
in their homes (Pousada, 2009). The pressures children experience may result in different
motivations than those experienced by adults to learn a language.
There exist several theoretical frameworks that describe and classify the different types of
motivation (Pousada, 2009). Within the confines of this work, I focus on two different
classifications of motivations that have been used widely to explain younger students'
motivation. I will first focus on the psychological theoretical framework of motivation: extrinsic
and intrinsic motivation. Intrinsic motivation refers to students’ interest in engaging in learning
activities because it is personally rewarding to them, whereas extrinsic motivation refers to
students’ desire to learn because there is an external reward or because they are avoiding a
punishment. The second theoretical framework that I use is the socio-educational model of
language learning motivation (Crookes & Schmidt, 2006; Gardner, 1991, 1972). One of the main
3
classifications in this framework is instrumental motivation. Instrumental motivation means that
a student is interested in learning the language because they have a practical reason, such as
traveling or having a job in the country where this language is spoken.
Given that scholars have shown that motivation is an important factor in learning a
language (Gardner, et al., 2004) the goal of the present study is to explain differences in young
students’ motivation and efforts to learn English. I explored different possible factors that affect
their motivations and their effort to learn English, including but not limited to students’ use of
and exposure to English outside of school, exposure to English in the family, valuing of learning
English, and reasons for studying the language. Furthermore, I identified which factors predict
students’ effort in learning English. Thus, the main question I addressed with this study is the
following: what motivates students to exert effort and seek opportunities to develop their English
skills?
4
CHAPTER 2: LITERATURE REVIEW
Language policies in Puerto Rico
Ever since Puerto Rico became a colony of the United States in 1898, the influence of the
English language in the island has been a controversial topic. Alicia Pousada (1999) in The
singularly strange story of the English language in Puerto Rico describes how English policies
in the island have changed throughout the years. According to Pousada, when the U.S. took over
Puerto Rico under the Treaty of Paris in 1898, Congress assigned General John Brook with the
task of establishing universal free education on the island. English began to be emphasized in
school curricula and many language policies started changing in regards to learning and speaking
English in Puerto Rico. This resulted in a growing opposition in the island to American schools
from many people.
In 1900, when the Foraker Act was passed and the island was able to establish a civil
government, the Department of Public Instruction decided to keep Spanish as the instruction
language and in 1902 the Official Languages Act added English as a co-official language.
During the next ten commissioners of education, there were seven language policies1. Pousada
(2008) defines language policy as “the official designation of particular languages for
educational or governmental functions” (p. 1). The language policies that imposed English gave
rise to protests from teachers and from the community, thus creating the different attitudes
1 From 1900-1903, Spanish was the language of instruction in Elementary school and English in Intermediate and High school. After that, until 1916, English was the language of instruction in all levels. From 1916-1934, Spanish was the language until grade 4, Spanish and English were equal in grade 5, and English was the language of instruction for the older grades. From 1934-1937, the first language policy was repeated. From 1937-1942, the third language policy was repeated. From 1942-1948, Spanish was the language of instruction until grade 6. Since 1948, Spanish has been the language of instruction in all grades.
5
towards this imposition of English in the island. One of these protests came from the mandatory
English classes that all teachers had to take weekly. If they did not pass these classes in two
years, their teaching license was revoked.
Most of the language policies have been established because of the different political
needs in the island. Resnick (1993) suggests that English language learning in Puerto Rico has
failed because the needs of the language in the everyday lives of the people are different than the
political needs of the island, needs he describes in three periods. From 1898-1900, the military
government wanted to Americanize the island by removing Spanish. The policy from 1900 until
1952 was aimed at the “bilingualization” of the island. After the Commonwealth in 1952,
English was “seen and promoted for its instrumental value as a second language whose mastery
promises to bring educational and financial benefits” (p. 266).
English situation in the island
Similar to how the English language policies and attitudes on the island have changed,
proficiency in the language has changed as well. Statistics show throughout the years that Puerto
Ricans have not been learning English. In 2011, only 23% of students had a proficient
knowledge of reading, listening, and writing English as a second language in the Puerto Rican
Academic Achievement Tests. Students from 3rd to 8th grades and in 11th grade in public schools
are required to take these tests at the end of each school year. To score as proficient students
need to know and use the majority of concepts and apply them satisfactorily; advanced scores
require students to demonstrate a wide domain of the concepts and skills required for the grade
6
level and apply these effectively (Departamento de Educación, 2012). The percentage of
proficient knowledge presented on the profiles of each school for each year is the total
percentage of people who achieve the proficient score and people who achieve the advanced
proficient levels. The scores are not released to individual students-- they are used to observe the
performance statistics by each school and by each region.
According to the 2000 Census, only 19.1% of Puerto Ricans report that they speak
English fluently. Even though this Census data is based on self-reported skills in the language, it
is the only long-term statistical evidence we have of the English language on the island. In 1980
and 1990, the Census was changed to ask if the person could speak English easily or with
difficulty (Fayer, 2000). In 1910, only 4% of respondents replied that they spoke English and in
1990, 24% replied that they spoke well (Fayer, 2000). The statistics changed drastically during
those years, however they have remained similar in the Censes after 1990: approximately 20% of
the population self-reports that they speak English well.
Several studies have examined how much English is currently being used. Some findings
show that English is not commonly used in the everyday lives of people, but it is used for
specific tasks in different workplaces. In Functions of English in Puerto Rico, Fayer (2000)
surveyed Puerto Ricans older than 17 in three different years about their self-reported English
skills and how they use those skills in their everyday lives. In the first category, English in the
workplace, she describes that over 50% of respondents never wrote in English in the workplace.
However, 47% read in English every day in their jobs. On average, 47% of the respondents said
they spoke English with family members, the majority being to children, friends, and spouses,
not to parents or grandparents. In the last survey respondents filled out, 97% of them had family
7
living on the mainland. Approximately 14% of the people read English outside of the workplace
every day.
Since English is being used for the workplace and since the language policies currently
state that the language be taught all through school starting in Kindergarten, scholars have tried
to determine why so many Puerto Ricans are not learning English. Some have compared the
situation on the island with the situation in other countries where language is also an issue
(Resnick, 1993). Other scholars have analyzed the different attitudes and motivations in Puerto
Ricans with regard to English to decipher why many are not learning English. Most scholars do
research on adults. I found very few who do research on students still in high school or younger.
For example, Clachar (1997) asked eight undergraduate students to write journals about their
experiences with the English language throughout high school. She found that students
commented on the situation on the island and how people do not learn how to speak it because
they only need to know how to write or read it. Other scholars analyzed the different language
policies throughout the years or the course materials and compared these with the Census data
about how much English people report they speak (Valdez, 2010; Angrist, Chin, Godoy, 2008).
Epstein (1967) is one example of a study done on students while they were still in high school or
younger. He surveyed 899 students in ninth grade from private Catholic and public schools. His
results showed that Catholic school students have a higher desire to learn English and put greater
effort into learning it because they wanted to use English more in the future than students in
public schools. Fewer Catholic school students believed that learning English would make them
more American and less Puerto Rican. This particular study took into account that students are
exposed to different environments since they come from different socioeconomic backgrounds.
8
The study sought to compare the different attitudes between schools, while aware that students
are exposed to different experiences and attitudes in their homes.
Another study that focused on students’ attitudes surveyed and observed students from
grades 5 to 8 in three schools in a town in Puerto Rico, Quebradillas. Adams and Ewing (1971)
argued that four factors explain why students are not learning English: the English Curriculum,
students’ age, aptitude, and attitude. They examined the attitudes towards the language to
determine whether these attitudes or the other factors mentioned are the causes of why students
are not learning English. Two of the schools studied were public and taught English from
kindergarten until 12th grade, as all the public schools do. The other school studied was private
and taught most of the subjects in English. The authors used three methods in this study:
observation by one of the authors who was an English teacher in one of the schools,
conversations with administrators, teachers, and members with the community, and written
surveys given to the students, either in Spanish or English. The authors concluded that there were
positive attitudes towards English in these three schools and they then argue that the lack of
learning English must be due to the other reasons: the curriculum and teaching methods.
These were the only studies found that focused on young language learners in Puerto
Rico. Most of the identified literature focuses on students in high school or in college and their
thoughts and motivations towards the language. There is thus a gap in the research that has been
carried out with young English learners in Puerto Rico and their motivations for studying and
learning the language.
9
Motivation
Over the past few decades, scholars have created different motivational frameworks in
the academic field to help explain why some students excel and others do not in school. I will
focus on two most used theoretical frameworks: the psychological and the socio-educational
theoretical frameworks. In the psychological framework, I focus on extrinsic and intrinsic
motivations because these two have been used in many studies done to relate motivation with
learning. In the socio-educational framework, I focus on the integrative and instrumental
motivation in language learning. These two motivations have been widely used with regards to
second language learning motivation and language acquisition in students.
Psychological Frameworks
In psychological frameworks, many scholars classify the different types of motivations in
two categories: intrinsic and extrinsic. Intrinsic motivation refers to students’ interest in engaging
in academic tasks because it is personally rewarding to them and extrinsic motivation refers to
students’ desire to engage in tasks because there is an external reward or because they are
avoiding a punishment. Intrinsic motivation has been shown to result in high-quality learning and
creativity, and scholars claim that it is therefore important to analyze the factors and forces that
influence this type of motivation (Ryan & Deci, 2000). Ryan and Deci explain how intrinsic
motivation exists not only within individuals, but also in relation to activities. They present two
different definitions of intrinsically motivated activities: ones for which the reward was in the
activity itself and ones that provide satisfaction of innate psychological needs. They also present
10
studies showing that the more autonomy both parents and teachers give students the more they
will be intrinsically motivated in school.
In contrast to intrinsic motivation, extrinsic motivation occurs when there is an
instrumental value related to finishing an activity. This type of motivation varies greatly in how
it affects behavior on tasks. Ryan and Deci explain that students who do their homework because
they fear parental sanctions are extrinsically motivated, as are students who do the work because
they believe it is valuable for their career, but this distinction has implications for their
experience and behavior. Because of these different types categories in extrinsic motivation,
Vallerand and colleagues (1992) divided extrinsic motivation into three categories, on a
dimension ranging from external to internal control. The first category, external regulation,
represents the way that motivation is related to rewards and constraints and is experienced as
being externally controlled. The second one, introjected regulation, corresponds to how an
individual internalizes the reasons for his or her actions. The authors give an example of
internalization by explaining that students might study for an exam the night before because they
believe that is what good students are supposed to do; they have partially internalized their
parents’ values, and (presumably) what their parents rewarded them for as children. The last
factor is identification, which describes when a behavior becomes important for the individual.
As an example, students might say that they studied because it is important to them; they have
fully internalized their parents or others values as their own. Introjection and identification are
experienced as more internally controlled, and are associated with more productive effort and
learning.
11
Socio-educational Frameworks
For my second framework, I focus on second language learning motivation in the socio-
educational model. Gardner, Masgoret, Tennant, and Mihic (2004) describe this model as “a
dynamic as opposed to a static one in that it directs attention toward a number of different
aspects of second language learning” (p. 3). Gardner and Lambert (1972) focus on two aspects in
second language learning: instrumental and integrative motivations, which are the two classes of
attitudes in the socio-educational framework (Gardner, et al., 2004, p. 3). They define
instrumental motivation as one that involves a person learning the language due to the “practical
value and the advantages of learning a new language” (p. 132). This motivation can be seen
when a student learns the language for a job or an internship in the future. The authors define
integrative motivation as involving a person’s reflection on the personal interests he or she has in
the people and culture represented by the other group (p. 132). This motivation is present when
people want to learn the language because they want to get to know the people or the culture
related to that language. This type of motivation can be seen when a person wants to learn the
language because their significant other or a family member speaks it.
By comparison, Ely (2002) claims that there are problems with the
integrative/instrumental conceptualization because the distinction is not simple and because there
could be other language learning motivations that are not related to either of these categories. He
also points out that it is important to study the strength of the motivation, in addition to its type.
In his 2000 study, however, Ely had students fill out surveys, and contrary to his hypotheses, he
concluded that the motivations presented in the surveys were indeed similar to the two
classifications of motivations he initially disagreed with: integrative and instrumental
12
motivations. He concluded that students should be encouraged to embrace both motivations
throughout the learning process in order to promote a better commitment to language learning.
Conclusion
Puerto Rico has been through many changes in the past few decades in regards to
language policies in school and in regards to the different reasons why and how English is being
used on the island. Some studies have been done to try to understand why many Puerto Ricans
are not learning English; however, most of this research focuses on motivations and attitudes in
older adults and does not take into consideration young language learners. This lack of research
presents an opportunity to study the different motivations in younger learners and compare this
to how well they are learning English. The main motivations that will be examined in this study
are intrinsic, extrinsic, and instrumental. The study will provide information on why or why not
students are motivated to learn English and how their motivations relate to how well they are
learning the language.
Based on the literature found, I anticipate that students’ effort will be predicted by their
instrumental motivation, extrinsic motivation, and how much they value the importance of
learning English. I believe that the amount of effort in school will also be predicted by the extent
to which students believe they know English, i.e. their perceived competence. I also expect that
their opportunities to use English outside of the classroom will be highly correlated to their
extrinsic motivation, to the value students place on learning English, and to the amount of
English exposure they get in their families. I believe that the amount of English exposure they
13
have in their families will also be correlated to their extrinsic motivation and to how much they
value learning English. These hypotheses are presented in Figure 1.
Figure 1: Hypotheses of Results
14
CHAPTER 3: METHODOLOGY
For this research, I surveyed three schools in one of the relatively low performing San
Juan districts. In 2010-2011 only 22% of students in this district scored proficient on the English
section of the Puerto Rican Achievement Tests. This district was also chosen because there was a
wide range of English proficiency levels among students in the 2009-2010 tests in elementary
schools (Puerto Rican Department of Education, 2010). The three schools have different
percentages of students who are proficient (according to the Puerto Rican Achievement Tests) in
English, which vary from 6% to 55% of students.
All students in grades 4-6 were invited to participate. Students in grades below the 4th
grade were not invited because written surveys might be difficult for them to understand.
Students above the 6th grade were not included because many schools in the San Juan district
end in 6th grade or start in 7th grade. Limiting the study to 4th-6th grade also kept the age
difference to a minimum.
One hundred and five students completed a 28-question survey in Spanish that was
designed to be simple for students to understand; 72% were girls and 28% were boys. The
distribution of the grades was as follows: 41.4% students in fourth grade, 38.4% students in fifth
grade, and 20.2% students in sixth grade.
The survey did not take longer than 20 minutes for students to fill out. It was given to
them at times that the school administrators designated, such as during lunch or between classes.
All students that took the survey had previously turned in their signed parental consent forms to
15
their teachers or had the consent forms with them the day they took the survey. Students were
told that the survey was about their thoughts on learning English in school; this was also
mentioned in the assent form that the students signed, which can be found in Appendix I. They
were told to answer honestly because the answers were anonymous and they were told to not
collaborate with each other. Since students were told that this study was about their thoughts
towards English, they were debriefed about what the study was about after they took the survey.
They were asked to give this debriefing paper to their parents. This is attached in the Appendix I
and J.
In this study I assess students’ extrinsic and intrinsic motivation towards English by
looking at different motivations for studying English (because they want to get good grades (an
extrinsic reason), because their parents want them to (an introjected reason), because they like it
(an intrinsic reason), and more). In regards to instrumental motivation, I ask students whether
they believe they will need English to get a job in the future, and whether they believe they need
English to travel to the mainland. To be able to measure the amount of integrative and
instrumental motivations, several researchers have used an Attitude/Motivation Test Battery
(AMTB) designed by Gardner (1985). In this study, I borrow several items from the AMTB test
and use them in my survey, which can be found in Appendix K and L.
In the survey, 90% of questions had a 1-5 response scale; examples of items using these
1-5 scales are presented in Table 1. The questions were divided into seven categories: Perceived
Competence, Instrumental Motivation, Extrinsic Motivation, Valuing of Learning English,
Effort, Purposeful Opportunities to Use English, and Family Exposure/Emphasis on English. The
items were grouped to be consistent with constructs discussed in the literature (Adams and
Ewing, Gardner, Epstein) that influence student motivation.
16
Table 1: Example of Survey Scales
Question Scale Scale Scale Scale Scale
I speak English 1: Not at all 2 3 4 5: Fluently
What languages do
you speak at home?
1: Mostly
Spanish
2 3: Mixture of
Spanish and
English
4 5: Mostly
English
I don’t enjoy talking
in English
1: Not true at
all
2 3: Not true or false 4 5 Very true
17
CHAPTER 4: DATA ANALYSIS
As mentioned previously, 90 percent of the questions have a 1-5 response scale. The
values of the answers were changed to represent an ascending order, where 1 was marked as
having a lower value and 5 was marked as having a higher value. For example, in question “My
English class is a waste of time”, where 1 was marked as “Not true” and 5 as “Very true”, the
values 1 to 5 were changed to represent the values 5 to 1, 4 was changed to a 2, and 2 to a 4. The
scored response therefore represented the view that English was not a waste of time. In question
“I work in my English class because I really like my teacher,” where 1 was marked as Not true
and 5 as Very true, the values for 1 through 5 were kept the same. The value of 1 represented a
more negative value and the value of 5 represented a positive value towards what the question
was asking.
The questions were divided into seven categories: Perceived Competence, Instrumental
Motivation, Extrinsic Motivation, Valuing of Learning English, Effort, Purposeful Opportunities
to Use English, and Family Exposure/Emphasis on English. Cronbach’s Alpha was calculated for
each category to assess the reliability of the relationship among the questions in each category.
These Alphas, the means, the questions included in each category, and the Standard Deviation of
each category are presented in Table 2. The averages for each of the seven categories of
questions was calculated to create variables for analyses.
In some cases the Alpha was below what would ordinarily be acceptable. Items were
nevertheless averaged because strong associations among the items were not necessarily
expected. For example, The two extrinsic reasons for working hard – “because my parents want
18
me to” and “because I like my teacher” – would not be expected to be highly correlated with
each other, but they are both represent extrinsic reasons for working hard and a high average of
the two items would reflect high importance of extrinsic reasons.
Table 2: Division of Variables with Statistical Information
Variable with questions Mean Standard
Deviation
Cronbach’s
Alpha
Perceived Competence
-Speak English
-Read English
-Write English
10.33 3.631 .792
Instrumental Motivation
-I’ll need English for a good job
-I need to learn English well to travel to the mainland
8.93 1.97 .598
Extrinsic Motivation
-I study English because my parents want me too
-I work in my English class because I like my teacher
7.31 2.513 .408
Valuing of Learning English
-My English class is a waste of time
-I want to learn more English than what I know
-I think it is good we learn English in school
-I am not interested in learning English
17.77 3.162 .546
Effort
-How often do you do your homework
-Do you try to find opportunities to practice your
English
-I study for English more than my other classes
-I don’t pay attention to English class
-I participate actively in English class
18.52 4.087 .516
19
Purposeful Opportunities to Use English
-In what language do you watch movies
-In what language do you watch TV
-In what language do you talk to your friends
7.97 3.282 .649
Family Exposure/ Emphasis on English
-What languages do you speak at home
-How do you talk to your close family
-How to you talk to your family that lives in the
mainland
6.94 3.275 .723
20
CHAPTER 5: RESULTS
To assess associations among the variables, Pearson correlations were then calculated.
The correlations are shown in Table 3.
Table 3: Pearson’s Correlations
Average
Perceived
Competence
Average
Instrumental
Motivation
Average
Extrinsic
Motivation
Average
Valuing
Towards
Learning
English
Average
Effort
Average
Purposeful
Opportunities
to use
English
Average
Family
Exposure
/Emphasis
on English
Average Perceived Competence
1 -.158 .076 .174 .396** .633 .431
Average
Instrumental
Motivation -.158 1 .297** .414** .186 -.074 -.125
Average Extrinsic
Motivation .076 .297** 1 .283** .327** -.021 .071**
Average Valuing
Towards Learning
English .174 .414** .283** 1 .349** .123 -.111**
Average Effort .396** .186 .327** .349** 1 .218** .211
Average
Purposeful
Opportunities to
use English
.633** -.074 -.021 .123 .218* 1** .507
Average Family
Exposure/
Emphasis on
English
.431** -.125 .071 -.111 .211* .507** 1
**. Correlation is significant at the 0.01 level (2-tailed).
*. Correlation is significant at the 0.05 level (2-tailed).
21
The correlations reveal that Effort is strongly correlated with Perceived Competence,
Family Exposure, and with Extrinsic Motivation, Valuing of Learning English, and Purposeful
Opportunities to Use English. Some of these correlations are consistent with my hypothesis:
Effort is highly correlated with the three motivations and Perceived Competence. However, my
hypothesis was not consistent with Effort being highly correlated with Family Exposure. One can
also observe that Purposeful Opportunities to Use English is strongly correlated with Perceived
Competence and with Family Exposure, which is consistent with my hypothesis.
Table 4: Regression Analysis
Variables Standardized Coefficients Sigma
Dependent Effort
Independent Instrumental Motivation -.003 .976
Independent Extrinsic Motivation .248 .011
Independent Valuing of Learning English .279 .006
Dependent Purposeful Opportunities to Use English
Independent Instrumental Motivation -.144 .191
Independent Extrinsic Motivation -.032 .755
Independent Valuing of Learning English .192 .080
The next set of analyses were conducted to determine whether Instrumental Motivation,
Extrinsic Motivation, and Valuing of Learning English predicted Effort and Purposeful
Opportunities to Use English. These results can be found in Table 4. The total variance in Effort
that the three independent variables, the three motivation variables, accounted for is .178 and the
total variance in Purposeful Opportunities to Use English that the three variables accounted for is
.035. In Table 4, one can observe that the independent contribution of Valuing of Learning
22
English is marginally significant for both Effort and Purposeful Opportunities. This contradicts
my hypothesis since I believed that Valuing of Learning English highly predicted both variables.
The independent contribution of Extrinsic Motivation is also marginally significant for Effort,
which contradicts my hypothesis as well since I predicted that extrinsic motivation would be an
important factor in students’ exerting effort in the classroom. These results can be seen in Figure
2.
Figure 2: Results
23
CHAPTER 6: DISCUSSION
The main goal of this study was to learn why students put effort into learning English. In
the results section, one can observe that Perceived Competence is highly correlated with Effort.
This hypothesis was correct, as well as the three motivations predicting effort and how much
students seek opportunities to use English. They also show that Family Exposure predicts
students seeking opportunities, and, contrary to my hypothesis, effort. One of my hypotheses,
that Family Exposure predicts Extrinsic Motivation and Valuing of Learning English was not
proven in my study. I will now discuss these findings in reference to the literature found.
Perceived Competence
As was discussed in the literature review, since 1990 approximately 20% of the
population has self-reported in the Census that they speak English well (Fayer, 2000). In the
surveys given to the students, around 30.2% of students reported that they speak English fluently
and 12% reported that they speak it well. Thirty six percent of students also reported that their
parents speak English fluently and 21% reported that their parents speak it well. Both the Census
and the surveys are self-reports of what people believe about how well they speak or how much
they are willing to say about how well they speak, and therefore do not accurately represent the
number of functional English speakers in the island. One can see that there is a much higher self-
report score on how well people speak English in the surveys given to the students than in the
Census. The higher percentage in the self-reports in the surveys could be due to the fact that
more people have family in the mainland and more people travel to the mainland nowadays than
24
before. In 2000-2010, Puerto Rico suffered its largest migration wave since the 1950s; around
300,000 people left the island (Rodriguez, 2014). In these surveys, 90.9% of students reported
that they have family in the mainland. Out of these, 22% talk mostly in English to these family
members, and 34% speak a mixture of both English and Spanish. The higher percentage can also
be due to the fact that students filled out the surveys whereas adults fill out the Census. Although
it may not be fair to compare the Census data with the findings of this study, given the
differences in the measures used and the age of respondents, the findings are suggestive of a rise
in the importance of English to young Puerto Ricans.
In 2011, approximately 23% of the students in public schools scored proficient in the
English as a second language section of the Puerto Rican Achievement Tests (Sapientis, 2011).
As mentioned previously, the tests measure reading, writing, and listening, for which passages
are read twice. In 2013, 42% of students in public schools scored proficient in the English
section as well. My survey results show that an average of 36% of students reported that they
speak, read, and write English fluently. This difference in percentage can be due to the fact that
students may not necessarily put effort into taking the tests seriously since individual scores are
not reported and students face no consequences or rewards when taking these tests. The tests also
measure English as a second language and could only be measuring language learning in the
classroom and not how much English students actually know. The higher percentage of self-
reporters could as well be due to, as previously mentioned, that students filled out my surveys
and may not have an accurate representation about how proficient they are in English. A future
study can research into whether or not these achievement tests accurately measure, if possible,
how proficient students are in a English and see how much Puerto Ricans are learning the
language.
25
Effort
The regression analysis assessed the independent contributions of the various sources of
motivations studied to effort. The results showed that instrumental motivation, extrinsic
motivation, and the valuing of learning English all significantly predicted the amount of effort
students claimed to exert on learning English. In the regression analysis, Instrumental
Motivation, Extrinsic Motivation, and Valuing of Learning English explained 17% of the
variability of Effort. Table 4 shows that instrumental motivation was not a significant
independent predictor of effort. The failure of instrumental motivation to predict effort
contradicts Epstein’s (1967) findings that students put more effort into learning English because
they felt that they needed it in the future. Epstein’s findings about how students put more effort
into learning English because they had instrumental motivation were found for students in
private Catholic schools, whereas this study was conducted with students in public schools.
These different results could be due to the different environments in schools or due to the
different questions that were asked in the surveys. Epstein and Adams & Ewing (1971) also
showed that students had positive attitudes towards English in their studies. This study found that
if students had positive attitudes towards the language, they worked harder and showed more
effort in wanting to learn it.
The motivations that were significant predictors of effort, as seen in Table 4, were
extrinsic motivation and valuing towards learning English. If students had more extrinsic
motivations and a higher value of learning the language, they showed more effort into learning it.
26
One of the main extrinsic motivations found in the literature was the motivation to study because
students like their teachers. We found that 50% of students mentioned that they work in their
English class because they like their teachers. Another main extrinsic motivation found in the
literature is the motivation to study because parents want their children to learn. In this study,
56% of students highly agreed that they learn and study English because their parents want them
to. Even though, as mentioned in the literature, adults have many different attitudes towards the
language, this study showed that more than half of the students perceive that their parents want
them to learn the language and could therefore have positive attitudes towards English and their
children learning English. Even if some of these parents have negative attitudes towards English,
their children do not perceive these and therefore it does not affect how their extrinsic
motivations predict their amount of effort.
In regards to the valuing of learning English, approximately 90% of students agreed that
they believe it is good that they learn English in schools. We also have that 83% of students
agreed that they want to learn more English than what they currently know and 75% agree that
they are interested in learning English. These results show a high number of students are
interested in learning the language and want to learn more than what they are learning in schools.
Students therefore who believe they can learn more and who want to learn more English put
more effort into learning English.
The correlation matrix shows us that Family Exposure and Perceived Competence help
predict Effort as well. Students who are more exposed to English in their families and those who
believe they speak, read, and write English well put relatively more effort into learning English
and into doing well in their English class. As seen in the literature, exposure to family and the
27
extrinsic motivations coming from family members are important factors in students exerting
effort to learn. Perceived Competence can be seen as an intrinsic motivation since approximately
60% of students reported to earning an A in their English class that semester. This desire to get
good grades and belief that one is good in English can be a source of intrinsic motivation and
therefore a source of why students put more effort into learning the language. Since Extrinsic
Motivation and Valuing of Learning English also predict Effort, students who have external
motivation and have a high value of the importance of English therefore also put more effort into
learning it.
Purposeful Opportunities to Use English
Similarly with Effort, the regression analysis assessed the independent contributions of
the various sources of motivations studied to how much students seek to use English outside of
school and showed that these all significantly predicted the amount of opportunities students
seek. The regression analysis shows us that Instrumental Motivation, Extrinsic Motivation, and
Valuing of Learning English explain 3.5% of the variability of Purposeful Opportunities to Use
English. Here, only the independent contribution of Valuing of Learning English was significant.
Students who believed that learning English is of high value sought more opportunities to use
their English outside of school, such as watching TV or movies in English, or talking to friends
in English. Only 5% of students reported that they talk mostly in English to their friends; 67%
reported that they speak mostly to them in Spanish. This finding contradicts Fayer’s (2000) study
in which she reported that 47% of the people she surveyed speak English to their siblings and
friends. This difference in percentages can be however due to the fact that she surveyed people
28
older than 17 years old. People in her study reported that the main uses for English were in the
workplace, mainly reading and writing, and talking to friends and siblings. In this study, students
were ask to report their English usage when watching TV or movies: approximately 34% report
that they watch these in an equal mix of English and Spanish and 30% report that they watch
them primarily in English.
Family Exposure was also highly correlated to Purposeful Opportunities to Use English.
If students’ families spoke more to them in English and the students believed that learning
English is important, then students sought more opportunities to use it and to be exposed to it.
This exposure could also relate to the students searching for more opportunities to use English
since they are more used to having English present in their lives.
Family Exposure
One of my hypothesis, that Family Exposure was correlated to Extrinsic Motivation and
Valuing of Learning English, proved not to be correct in my study. This could however be due to
the phrasing of my questions related to both categories. A future study can look deeper into the
relationship between how much students are exposed to English in their families and how much
students perceive are the different attitudes towards English in their family members, and how
this relates to their extrinsic motivations and their valuing of the English language.
29
Conclusion
The main variables in predicting how much students exert effort in learning English and
how much they look for opportunities to use it outside of the classroom are their exposure to
English in their families, the different types of motivation, and their perceived competence.
These results help us understand the different motivations students have towards learning
English. Even though adults have different attitudes that scholars have reported affect why many
people do not learn English, younger students do not seem to perceive these attitudes in relation
to the amount of effort exerted when studying English. One must note, however, that family
exposure in the language was an important factor in predicting how much students exert effort
into learning English. One way to improve the low levels of proficiency in English in the island
could therefore be by exposing students more to English in their homes and by providing them
more practical reasons to use the language outside of the classroom.
30
Appendix A: School Invitation
My name is Kelly Schindler. I am from Puerto Rico and a current senior at Stanford University.
For my honors thesis I am doing research about English learning in Puerto Rico and am seeking
permission to invite some of your students to participate. I plan to survey students in 4th-8th grade
to assess factors (e.g., exposure to English as home) that affect how much effort they put into
learning English. I have enclosed a draft of the survey, which I will be fine-tuning with my
advisors over the next few weeks. My hope is to conduct the survey while I am home for winter
break, between December 10 and December 31.
The survey will not take longer than 20 minutes and students would participate on a voluntary
basis. Only students who have a signed parent consent form will be able to complete the survey.
The form will explain the general purpose of the study (although not the specifics). I am happy to
work out with you a strategy for conducting the survey that would not take students away from
academics (e.g., before or after school, during lunch or at a special event).
If you are willing to consider this request I would be pleased to provide you with any further
information you need. I can be reached through
email or phone.
Thank you for your time and consideration.
Sincerely,
Kelly Schindler
31
Appendix B: School Invitation in Spanish
___ de noviembre de 2013
Stanford, CA
A quien pueda interesar,
Mi nombre es Kelly Schindler. Soy de Puerto Rico y estoy en mi último año en la Universidad
de Stanford. Estoy escribiendo una tesis, en la cual estoy realizando una investigación acerca del
aprendizaje del inglés en Puerto Rico. Quisiera pedir permiso para invitar a algunos de sus
estudiantes a participar en esta investigación. Los estudiantes de 4to a 6to grado llenarán una
encuesta en español que evaluará los diferentes factores (por ejemplo, la exposición del inglés en
el hogar) que pueden afectar la cantidad de esfuerzo que dedican los estudiantes a aprender
inglés. Le adjunto un borrador de algunas preguntas de la encuesta, la cual va a ser editada para
que sea más simple para los estudiantes. Espero poder llevar a cabo la encuesta cuando regrese a
Puerto Rico, después del 10 de diciembre.
La encuesta no tardará más de 20 minutos y los estudiantes participarán de forma voluntaria.
Sólo los estudiantes que tengan una autorización firmada por sus padres podrán completar la
encuesta. Esta autorización le explicará a los padres el propósito general del estudio (aunque no
los detalles específicos). Quisiera poder hablar con usted para decidir una estrategia para la
realización de la encuesta que no interrumpa el tiempo dedicado para las clases (por ejemplo,
antes o después de la escuela, durante el almuerzo o en un evento especial).
Si usted está dispuesto/a a considerar esta petición, estoy disponible para proveer cualquier
información adicional que necesite. Me puede contactar a través de email o por teléfono.
Gracias por su tiempo y consideración.
Atentamente,
Kelly Schindler
32
Appendix C: Parent Consent
DESCRIPTION:
Your child is invited to participate in a research study on students’ thoughts on learning
English in school. Your child will be asked to fill out a short survey. RISKS AND BENEFITS:
There are no risks associated with this study. We cannot promise that your child will
receive any benefits from this study, but it will provide information that might be useful to
teachers who want to encourage greater effort in students to learn English
Your decision whether or not to allow your child to participate in this study will not
affect your child's grades or participation in school.
TIME INVOLVEMENT:
Your child’s participation in this study will take approximately 20 minutes.
PAYMENTS:
Your child will receive no payment for his/her participation.
SUBJECT'S RIGHTS:
If you have read this form and have decided to allow your child to participate in this
project, please understand your child’s participation is voluntary and your child has the right to
withdraw his/her consent or discontinue participation at any time without penalty or loss of
benefits to which he/she is otherwise entitled. Your child has the right to refuse to answer
particular questions.
Your child’s individual privacy will be maintained in all published and written data
resulting from the study. Your child will not write his/her name in the survey.
CONTACT INFORMATION:
*Questions, Concerns, or Complaints: If you have any questions, concerns or complaints about
this research study, its procedures, risks and benefits, you should ask the Protocol Director, Kelly
Schindler.
*Independent Contact: If you are not satisfied with how this study is being conducted, or if you
have any concerns, complaints, or general questions about the research or your rights as a
participant, please contact the Stanford Institutional Review Board (IRB) to speak to someone
independent of the research team at (650)-723-2480 or toll free at 1-866-680-2906. You can also
write to the Stanford IRB, Stanford University, MC 5579, Palo Alto, CA 94304. _________________________________________________ _______________
Signature(s) of Parent(s), Guardian or Conservator Date
“The IRB determined that the permission of one parent is sufficient for research to be conducted
under 45 CFR 46.404, in accordance with 45 CFR 46.408(b).”
The extra copy of this signed and dated consent form is for you to keep.
33
Appendix D: Parent Consent Form in Spanish
DESCRIPCIÓN:
Se invita a su hijo/a a participar en un estudio de investigación acerca los pensamientos
de los estudiantes del aprendizaje del inglés en la escuela. Se pedirá a su hijo/a que complete una
breve encuesta.
RIESGOS Y BENEFICIOS:
No hay riesgos asociados con este estudio. No podemos prometer que su hijo/a recibirá
algún beneficio de este estudio, pero este estudio proveerá información que podrá ser útil para
los profesores que quieran fomentar un mayor esfuerzo en los estudiantes para aprender inglés.
Su decisión de permitir o no que su hijo/a participe en este estudio no afectará las notas o
la participación en la escuela de su hijo/a.
.
TIEMPO DE PARTICIPACIÓN:
La participación de su hijo/a en este estudio tomará aproximadamente 20 minutos.
PAGOS:
Su hijo/a recibirá ningún pago por su participación.
DERECHOS DEL INTERESADO:
Si usted ha leído esta formulario y ha decidido permitir que su hijo/a participe en este
proyecto, por favor entienda que la participación de su hijo/a es de carácter voluntario y su hijo/a
tiene el derecho a retirar su consentimiento o suspender su participación en cualquier momento
sin sanción o pérdida de beneficios a los que él/ella tiene el derecho de otra manera. Su hijo/a
también tiene el derecho a negar a responder a preguntas específicas.
La privacidad de su hijo/a se mantendrá en todos los datos publicados y escritos del
estudio. Su hijo/a no va a escribir su nombre en la encuesta.
INFORMACIÓN DE CONTACTO: * Preguntas, inquietudes o quejas: Si tiene alguna pregunta, duda o queja sobre este estudio de
investigación, sus procedimientos, riesgos y beneficios, usted debe preguntarle al Director del
Protocolo, Kelly Schindler.
* Independiente de contacto: Si usted no está satisfecho con la forma en que se llevó a cabo este
estudio, o si usted tiene alguna preocupación, queja o preguntas generales sobre la investigación
o sus derechos como participante, por favor póngase en contacto con la Junta de Revisión
Institucional de Stanford (IRB) para hablar con alguien independiente del equipo de
investigación en el (650) -723-2480 o al número gratuito 1-866-680-2906. También puede
escribir a la IRB Stanford, la Universidad de Stanford, MC 5579, Palo Alto, CA 9430 4. _________________________________________________ _______________
Firma (s) del padre (s), tutor o curador Fecha
El IRB determinó que el permiso de uno de los padres es suficiente para que la investigación se
pueda efectuar a través del 45 CFR 46.404, de acuerdo con 45 CFR 46.408 (b).
La copia adicional de este formulario de consentimiento firmada y sellada es para usted.
34
Appendix E: Student Assent Script
This script will be read to students before they sign the assent form.
You are invited to participate in this research study about the different thoughts students have
towards English. You will be asked to participate in a short survey and your participation will
take approximately 20 minutes.
Please understand your participation is voluntary and you have the right to withdraw your
consent or discontinue participation at any time without penalty. You have the right to refuse to
answer particular questions.
I will provide you with my contact information if you have any questions for me about this
study, or anything else. The paper I am giving you also has the contact information for the
Stanford Institutional Review Board (IRB) if you have any questions about your rights as a
participant.
You will now be given a paper that explains everything I have said. Please read this carefully and
if you wish to participate, please fill it out and hand it to me.
35
Appendix F: Student Assent Script in Spanish
Se te pedirá que conteste algunas preguntas en una encuesta sobre tus pensamientos en aprender
inglés en la escuela. Esta encuesta no tomará más de 20 minutos.
Entiende que tu participación es voluntaria y si no quieres hacer esto, nada te va a pasar o a tus
notas en la escuela. Puedes decidir de dejar de llenar la encuesta en cualquier momento. No
tienes que contestar todas las preguntas si no quieres.
Te voy a proveer mi información de contacto si tienes algunas preguntas. El papel que te voy a
dar también tiene la información de contacto de la Junta de Revisión Institucional de Stanford
(IRB).
Te voy a dar ahora un papel que contiene todo lo que he dicho. Léelo y si quieres participar,
fírmalo y entrégalo. Gracias!
36
Appendix G: Student Assent
Study Title: Students’ thoughts on English learning
1. What will happen to me in this study?
This study will look at students’ thoughts about learning English in school. You will be asked to
answer a survey about your thoughts on learning English in school. This survey will not take
more than 20 minutes.
2. Can anything bad happen to me?
Nothing bad will happen to you.
3. Can anything good happen to me?
Nothing good will happen to you.
4. Will anyone know I am in the study?
No one will know you are in the study because you do not have to write your name on the
survey. You will only be asked to write what year in school you are in.
5. Who can I talk to about the study?
If you have any questions about the study or any problems to do with the study you can contact
the Protocol Director Kelly Schindler.
If you have questions about the study but want to talk to someone else who is not a part of the
study, you can call the Stanford Institutional Review Board (IRB) at (650)-723-5244 or toll free
at 1-866-680-2906.
6. What if I do not want to do this?
If you do not want to do this, nothing will happen to you or your grades in school. You can
choose to stop filling out the survey at any point and nothing bad will happen to you.
Signature: If you agree to be in this study, please sign here:
______________________________________ __________________
Signature of Child Date
______________________________________
Printed name of Child
37
Appendix H: Student Assent in Spanish
Título del estudio: Pensamientos de los estudiantes en el aprendizaje del Inglés
1. ¿Qué me va a pasar en este estudio?
Se te pedirá que conteste algunas preguntas en una encuesta sobre tus pensamientos en aprender
inglés en la escuela. Esta encuesta no tomará más de 20 minutos.
2. ¿Algo malo me puede pasar?
Nada malo te va a pasar.
3. ¿Algo bueno me va a pasar?
Nada bueno te va a pasar (aunque puedes pensar que algunas preguntas son interesantes).
4. ¿Alguien sabe que yo estoy en el estudio?
Nadie sabrá que estás en el estudio, ya que no tienes que escribir tu nombre en la encuesta. Sólo
vas a escribir en qué año en la escuela estás y su sexo.
5. ¿Con quién puedo hablar sobre el estudio?
Si tienes alguna pregunta sobre el estudio o cualquier problema relacionado con el estudio
puedes comunicarte con la directora de protocolo, Kelly Schindler.
Si tienes alguna pregunta sobre el estudio, pero quieres hablar con otra persona que no sea parte
del estudio, puedes llamar a la Junta de Revisión Institucional de Stanford (IRB) al (650) -723-
5244 o al número gratuito 1-866 - 680-2906.
6. ¿Qué pasa si no quiero hacer esto?
Si no quieres hacer esto, nada te va a pasar o a tus notas en la escuela. Puedes decidir de dejar de
llenar la encuesta en cualquier momento.
FIRMA
Si aceptas participar en este estudio, por favor firme aquí: Firma del Niño/a Fecha
Nombre impreso del Niño/a
38
Appendix I: Student and Parent Debriefing
Thank you for your participation in this survey!
I would like to give you more details on the purpose of the study.
First, I am interested in understanding why students do or do not try hard to learn English.
Second, the study is designed to provide information on how beliefs about the various reasons
for learning English affect the amount of effort students exert and how well they actually learn
English. I am not interested in any individual student’s responses. Rather I will look at how all
students’ responses to questions about are associated with each other.
Remember, since you did not write your name on this survey, no one will know that you
answered the questions.
If you have any questions, please call the Protocol Director, Kelly Schindler.
If you have questions about the study but want to talk to someone else who is not a part of the
study, you can call the Stanford Institutional Review Board (IRB) at (650)-723-5244 or toll free
at 1-866-680-2906.
Please give this form to your parents.
39
Appendix J: Student and Parent Debriefing in Spanish
¡Gracias por su participación en esta encuesta!
Quiero describir acerca qué realmente fue este estudio. Si desea retirar sus respuestas, todavía
puedes decidir que tus respuestas no se usen en el estudio.
El propósito de este estudio fue analizar la relación entre los diferentes tipos de motivación, el
esfuerzo y el progreso en el aprendizaje de inglés. Este estudio comparará los factores que
afectan la motivación de los estudiantes y de los diferentes tipos de motivaciones tienen los
estudiantes hacia el aprendizaje del inglés. Estas motivaciones se compararán con la cantidad de
inglés que aprenden.
Recuerda, ya que no escribiste tu nombre en esta encuesta, nadie va a saber que has respondido a
las preguntas.
Si tienes alguna pregunta, por favor llama a la Directora del Protocolo, Kelly Schindler.
Si tienes alguna pregunta sobre el estudio, pero quieres hablar con otra persona que no sea parte
del estudio, puedes llamar a la Junta de Revisión Institucional de Stanford (IRB) al (650)-723-
5244 o al número gratuito 1-866-680-2906.
Por favor entrega este formulario a tus padres.
Gracias!
40
Appendix K: Survey
41
42
43
Appendix L: Survey in Spanish
44
45
46
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