Date of Graduation

Summer 8-2027

Document Type

Dissertation

Degree Name

Doctor of Psychology in Clinical Psychology (PsyD)

College/School

School of Nursing and Health Professions

Program

Clinical Psychology (PsyD)

First Advisor

Dhara Meghani, PhD

Second Advisor

Karen Lau, PhD

Third Advisor

Alisha Saxena, PsyD

Abstract

Despite the growing linguistic diversity of the population in the United States, multilingual individuals remain underrepresented in psychological research and often experience disparities in access to culturally and linguistically appropriate mental health care. Using a cross-sectional design and quantitative methods, the present study examined the relationships among the number of languages spoken, working memory, and emotional regulation. A total of 94 participants (30 monolingual English speakers and 64 multilingual speakers who spoke English and at least one other language fluently) completed the Working Memory Index (WMI) of the WAIS-IV and the Difficulties in Emotion Regulation Scale (DERS). Results revealed no statistically significant relationships among the number of languages spoken, working memory, and emotional regulation, both within the overall sample and between the language groups. These findings suggest that language status alone does not directly influence cognitive or emotional functioning, highlighting the importance of avoiding assumptions based on linguistic background and the need for culturally responsive and language accessible care. Future research should examine other contextual and sociocultural factors related to language, such as immigration experiences, acculturation, or minority stress, and how they may play a deeper role in influencing cognitive and emotional functioning. Additionally, recruiting larger samples and incorporating qualitative or mixed-method study designs in future studies may better capture lived experiences and other variables that influence working memory and emotional regulation, ultimately leading to a deeper understanding of the complex interplay between language, cognition, and emotional processes.

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