• 영어어문교육
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• 제15권4호
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• pp.217-235
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• 2009

This study aimed to explore how the Korean university students' reading motivation is related to their English (L2) reading behavior. The construct of the students' Korean (L1) and L2 reading motivation was investigated with the data obtained through the questionnaire from 120 sophomore students. A factor analysis was conducted to extract the major factors of motivation and determine the interrelationship among items in the questionnaire. As a result, 6 factors were extracted: Intrinsic Motivation for English Reading, Extrinsic Motivation 1 (Immediate Goal Orientedness), Extrinsic Motivation 2 (Integrative Orientation), Importance of L1 Reading, Intrinsic Motivation toward L1 reading, and Importance of L2 Reading Skill. The interrelatedness between the assessment results on the L2 reading behavior (reading amount, time and speed) and motivation factors was measured by correlation coefficients. It was found that Intrinsic Motivation toward English Reading was significantly related to the students' reading amount and Intrinsic Motivation toward Korean Reading had positive association with the students' reading time with statistical significance. Other factors did not show significant correlation with the students' reading behavior. In addition, the students' reading speed was significantly related to their reading amount as well, while reading time did not affect the speed gain.

• 아동학회지
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• 제23권3호
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• pp.17-33
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• 2002

This study analyzed various factors of reading motivation and motivational differences between grades and gender. An urban sample of first-, third- and fifth- grade children completed the Motivation for Reading Questionnaire (MRQ; Wigfield & Guthrie, 1997). The MRQ assesses such possible factors of reading motivation as self-efficacy, intrinsic-extrinsic reading motives, and social aspects of reading. Factor analyses and cronbach's ${\alpha}$ demonstrated that 10 factors of children's reading motivation could be identified and measured reliably. Mean scores on most of the factors differed by grade and gender, with girls and lower grades reporting stronger motivation. This study found that children's reading motivation is various and decreases as children mature. Various efforts to encourage children's motivation for reading are suggested in this study.

• Human Ecology Research
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• 제53권2호
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• pp.119-130
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• 2015

In this study, we examined the effects of a mother's reading motivation on the home literacy environment. Seven hundred fifty-seven mothers with three to five year old children participated in this study and completed the Adult Motivation for Reading Scale and the Home Literacy Environment Questionnaire. The subcategories of the Adult Motivation for Reading Scale are "reading as part of self," "reading efficacy," "reading for recognition," and "reading to do well in other realms." The Home Literacy Environment Questionnaire has three subcategories, namely reading books, reading behavior and modeling of parents, and literacy learning. The mean, standard deviation, one-way analysis of variance (ANOVA), and hierarchical multiple regression analysis were used to analyze the data. The results showed that (1) the home literacy environment was significantly different depending on the mother's education and family income levels, (2) the mother's reading motivation also differed significantly depending on the mother's education and family income levels, and (3) the mother's reading motivation has a significant explanatory effect on the home literacy environment. In addition, the mothers falling into the reading motivation subcategories of "reading part of self" or "reading to do well in other realms" were found to enrich their home literacy environment. Therefore, this study demonstrates that the mother's reading motivation is an important factor affecting the home literacy environment.

• 대한가정학회지
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• 제49권2호
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• pp.97-109
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• 2011

The purpose of this study was to investigate the reading habits, reading patterns and reading motivation of 362 college students from the capital area majoring in child development or early childhood education. The main findings of this study were as follows. Firstly, 70 percent of students spent less than three hours a week on reading academic or school-related material, and 75 percent spent less than three hours a week on independent or recreational reading. Students most preferred reading the "cultural" genre and least preferred reading the "human life(spiritual)" genre. The "cultural" and the "human life(spiritual)" genres also represented the most and least frequently read genres, respectively. Secondly, students presented high-level reading patterns, in that they previewed the reading material before reading, understood the meaning of it during reading, and shared their reading experience with others after reading. Thirdly, the average reading motivation levels scored near the midpoint on a five-point scale. Fourthly, students with higher reading motivation levels displayed higher reading frequencies and preference levels for each genre, with the exception of the "fiction and humor" genre. Moreover, students with higher levels of reading motivation received higher ratings for their reading patterns.

• 아동학회지
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• 제28권4호
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• pp.289-304
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• 2007

Subjects of this study on reading motivation were 300 2nd, 4th, and 6th grade elementary school children. Instruments were the Motivation for Reading Questionnaire (Wigfield and Guthrie 1997; Kwun, 2002) and a School Reading Environment questionnaire developed by the researcher. Results showed that (1) the school reading environment (SRE) of 2nd graders was better than the SRE of 4th and 6th graders. (2) The reading motivation (RM) of 2nd graders was higher than the RM of 4th graders on external purposes; the RM of 4th graders was higher than 6th graders on self-efficacy and social interaction. (3) RM correlated positively with all aspects of SRE. (4) RM was affected by grade in school followed by school library environment and classroom library environment.

• 대한가정학회지
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• 제43권1호
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• pp.53-67
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• 2005

It has been suggested that children's reasons for reading are various; reading efficacy, challenge, curiosity, involvement, importance, recognition, competition, compliance, grades, avoidance and social interactions. To extend previous studies in which only one or two motivational constructs were studied in relation to reading abilities, this study was carried out to examine 11 inter-relationships of motivational constructs and their relationships to reading abilities. Using the MRQ of Wigfield & Guthrie(1997), and the Basic Learning Skills Test of the Korea Educational Development Institute(1989), 334 elementary school children were measured for their reading motivation and abilities. The results showed that 11 motivational constructs were interrelated, which were also related with reading abilities. Out of 11 motivational constructs, importance was able to predict the reading abilities in multiple-regression analyses. From F-tests, those groups with high reading efficacy, challenge, curiosity, involvement, recognition, competition and social interactions outperformed those with low motivational constructs. The findings of this study confirm that children read for various reasons, and internal motivation and social interactions are significantly related with reading abilities. It is proposed that the internal reasons for reading are also more significant factors in explaining reading abilities than external reasons. Finally, cultural influences on reading motivation and comprehension are also discussed.

• 한국도서관정보학회지
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• 제36권4호
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• pp.233-253
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• 2005

2002년 교육인적자원부가 발표한 "학교도서관 활성화 종합방안"에 힘입어 학교도서관 활성화에 박차를 가하고 있는 때이다. 이에 본 연구에서는 다양한 독서 흥미유발 프로그램을 통해 학교도서관 활성화를 꾀하고 있는 미국 학교도서관의 프로그램들을 국가적 차원의 독서 진흥책, 상업적 지원의 독서 흥미유발 프로그램, 컴퓨터 테스트를 이용한 독서 흥미유발 프로그램, 주 차원 그리고 각 학교의 독서 흥미유발 프로그램으로 나누어 소개하고 이를 우리나라에 적용할 수 있는 방안을 모색해보고자 하였다.

• 한국도서관정보학회지
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• 제48권2호
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• pp.323-344
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• 2017

독서동기 유발요인과 도서선택 요인은 서로 밀접하게 연관되어 있다. 그럼에도 불구하고 이러한 요인들을 포괄적으로 식별한 연구는 거의 없는 편이다. 따라서 본 연구에서는 고등학생들의 독서동기 및 도서선택에 영향을 미칠 수 있는 요인을 통합적으로 식별하고자 하였다. 이를 위하여 인문계 고등학교에 재학 중인 고등학생 15명을 대상으로 심층 면담을 실시하였고, 이를 바탕으로 독서동기 및 도서선택에 미치는 요인들을 분석하였다. 연구결과, 고등학생들의 독서 행태에 영향을 주는 요인의 유형은 정보원의 특성, 개인적 요인, 가정환경 요인, 학교 및 학습환경 요인, 사회환경 요인으로 나타났다. 특히 이러한 요인들은 복합적으로 작용하여 독서동기나 도서선택에 영향을 줄 수 있음을 알 수 있었다. 더 나아가 독서동기는 도서선택의 선행조건임을 알 수 있었고, 독서동기의 유발이 도서선택을 보장하는 것은 아닌 것으로 나타났다. 본 연구에서 식별된 각 요인들은 고등학생들의 독서행태를 보다 깊이 이해하여 독서지도에 활용하고 새로운 프로그램을 개발하는데 도움이 될 것이다.

• 정보관리학회지
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• 제38권1호
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• pp.113-141
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• 2021

초등학교 시기는 독서 습관 형성에 중요한 시기이므로 학생들의 독서 동기를 향상시킬 수 있는 독서 교육방안의 고찰이 필요하다. 본 연구는 독서교육이 학생들의 상황적 흥미와 내재적 독서 동기에 미치는 영향 관계를 파악하여 학교 현장에서 효과적으로 독서교육을 운영할 방안을 모색하는 데 그 목적이 있다. 이를 위해 초등학교 5, 6학년을 대상으로 심층 면담 및 설문조사를 시행 후 영향 관계를 통계적으로 분석하였다. 그 결과, 상황적 흥미에 가장 큰 영향을 미치는 요인은 교사의 독서수업으로 나타났으며 상황적 흥미는 교사의 독서수업과 내재적 독서 동기의 관계에서 가장 큰 매개 효과를 나타냈다. 이러한 분석결과를 바탕으로 학교 독서교육을 효과적으로 운영하기 위한 방안을 제시하였다.

• 한국문헌정보학회지
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• 제49권3호
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• pp.311-332
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• 2015

이 연구는 자기결정성 동기이론을 적용하여 독서동기를 측정할 수 있는 도구를 제안하는데 목적이 있다. 자기결정성 이론은 단순히 내적 동기와 외적 동기로 양분하지 않고, 개개인의 자율성 혹은 결정성에 따라서 무동기, 외적 조절, 주입된 조절, 동일시 조절, 통합된 조절, 내재적 동기 등 6가지로 구분하였다. 자기결정성 동기이론은 동기 유형을 세분화하여 다양한 외재적 동기를 어떻게 내면화할 것인가에 중점을 둔다. 이에 본 연구에서는 MRQ, MRP, ERAS, RSCS와 같은 기존의 독서동기 관련 측정도구를 분석하고, 이를 자기결정성원리에 의한 6개 범주로 재분류한 후, 이를 바탕으로 자기결정성이론에 의한 독서동기 측정도구를 개발하였다. 본 연구에서 제안하고자 하는 독서동기 측정도구는 자기결정성의 원리에 의거 6개 영역 30문항으로 구성되어 있다.