Beyond the educational context: relevance of intrinsic reading motivation during COVID-19 confinement in spain

[EN] What role could have intrinsic motivation toward reading in an extraordinary situation like the recent confinement? This research examines the relationship between intrinsic reading motivation (IRM) and reading habits in an adult population considering types of reading (for leisure, work/study,...

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Autores: Sixte Herrera, Raquel de, Fajardo, Inmaculada, Mañá, Amelia, Jáñez González, Álvaro, Ramos Baz, Marta, García Serrano, María, Natalizi, Federica, Arfé, Barbara, Rosales Pardo, Javier
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2021
País:España
Institución:Universidad de Salamanca (USAL)
Repositorio:GREDOS. Repositorio Institucional de la Universidad de Salamanca
OAI Identifier:oai:gredos.usal.es:10366/161025
Acceso en línea:http://hdl.handle.net/10366/161025
Access Level:acceso abierto
Palabra clave:Intrinsic reading motivation
Reading behavior
Gender
Distress
COVID-19
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repository_id_str
spelling Beyond the educational context: relevance of intrinsic reading motivation during COVID-19 confinement in spainSixte Herrera, Raquel deFajardo, InmaculadaMañá, AmeliaJáñez González, ÁlvaroRamos Baz, MartaGarcía Serrano, MaríaNatalizi, FedericaArfé, BarbaraRosales Pardo, JavierIntrinsic reading motivationReading behaviorGenderDistressCOVID-19[EN] What role could have intrinsic motivation toward reading in an extraordinary situation like the recent confinement? This research examines the relationship between intrinsic reading motivation (IRM) and reading habits in an adult population considering types of reading (for leisure, work/study, social networks, and news), gender, and distress generated by the coronavirus disease 2019 (COVID-19) pandemic. Participants were 3,849 adults from Spain who were surveyed about their reading practices: before, during the first weeks, and after several weeks of confinement. Linear mixed effects models (LMMs) were used to analyze data. Results showed a three-way interaction between reading frequency, IRM, and type of reading. Also, distress seems to pose a differential impact depending on the type of reading. The higher the IRM, the lesser the time devoted to study/work reading and the more to social and news reading (at the beginning of confinement). In this sense, IRM can function as a protective factor of reading behavior but only for leisure reading. Results support previous findings of the importance of consciously promoting this type of motivation in all individuals beyond educational contexts, since it seems to be positively related to well-being. Other results and implications are discussed.Frontiers202420242021info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://hdl.handle.net/10366/161025reponame:GREDOS. Repositorio Institucional de la Universidad de Salamancainstname:Universidad de Salamanca (USAL)InglésAttribution-NonCommercial-NoDerivatives 4.0 Internacionalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:gredos.usal.es:10366/1610252026-06-07T06:28:51Z
dc.title.none.fl_str_mv Beyond the educational context: relevance of intrinsic reading motivation during COVID-19 confinement in spain
title Beyond the educational context: relevance of intrinsic reading motivation during COVID-19 confinement in spain
spellingShingle Beyond the educational context: relevance of intrinsic reading motivation during COVID-19 confinement in spain
Sixte Herrera, Raquel de
Intrinsic reading motivation
Reading behavior
Gender
Distress
COVID-19
title_short Beyond the educational context: relevance of intrinsic reading motivation during COVID-19 confinement in spain
title_full Beyond the educational context: relevance of intrinsic reading motivation during COVID-19 confinement in spain
title_fullStr Beyond the educational context: relevance of intrinsic reading motivation during COVID-19 confinement in spain
title_full_unstemmed Beyond the educational context: relevance of intrinsic reading motivation during COVID-19 confinement in spain
title_sort Beyond the educational context: relevance of intrinsic reading motivation during COVID-19 confinement in spain
dc.creator.none.fl_str_mv Sixte Herrera, Raquel de
Fajardo, Inmaculada
Mañá, Amelia
Jáñez González, Álvaro
Ramos Baz, Marta
García Serrano, María
Natalizi, Federica
Arfé, Barbara
Rosales Pardo, Javier
author Sixte Herrera, Raquel de
author_facet Sixte Herrera, Raquel de
Fajardo, Inmaculada
Mañá, Amelia
Jáñez González, Álvaro
Ramos Baz, Marta
García Serrano, María
Natalizi, Federica
Arfé, Barbara
Rosales Pardo, Javier
author_role author
author2 Fajardo, Inmaculada
Mañá, Amelia
Jáñez González, Álvaro
Ramos Baz, Marta
García Serrano, María
Natalizi, Federica
Arfé, Barbara
Rosales Pardo, Javier
author2_role author
author
author
author
author
author
author
author
dc.subject.none.fl_str_mv Intrinsic reading motivation
Reading behavior
Gender
Distress
COVID-19
topic Intrinsic reading motivation
Reading behavior
Gender
Distress
COVID-19
description [EN] What role could have intrinsic motivation toward reading in an extraordinary situation like the recent confinement? This research examines the relationship between intrinsic reading motivation (IRM) and reading habits in an adult population considering types of reading (for leisure, work/study, social networks, and news), gender, and distress generated by the coronavirus disease 2019 (COVID-19) pandemic. Participants were 3,849 adults from Spain who were surveyed about their reading practices: before, during the first weeks, and after several weeks of confinement. Linear mixed effects models (LMMs) were used to analyze data. Results showed a three-way interaction between reading frequency, IRM, and type of reading. Also, distress seems to pose a differential impact depending on the type of reading. The higher the IRM, the lesser the time devoted to study/work reading and the more to social and news reading (at the beginning of confinement). In this sense, IRM can function as a protective factor of reading behavior but only for leisure reading. Results support previous findings of the importance of consciously promoting this type of motivation in all individuals beyond educational contexts, since it seems to be positively related to well-being. Other results and implications are discussed.
publishDate 2021
dc.date.none.fl_str_mv 2021
2024
2024
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10366/161025
url http://hdl.handle.net/10366/161025
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.rights.none.fl_str_mv Attribution-NonCommercial-NoDerivatives 4.0 Internacional
http://creativecommons.org/licenses/by-nc-nd/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Attribution-NonCommercial-NoDerivatives 4.0 Internacional
http://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Frontiers
publisher.none.fl_str_mv Frontiers
dc.source.none.fl_str_mv reponame:GREDOS. Repositorio Institucional de la Universidad de Salamanca
instname:Universidad de Salamanca (USAL)
instname_str Universidad de Salamanca (USAL)
reponame_str GREDOS. Repositorio Institucional de la Universidad de Salamanca
collection GREDOS. Repositorio Institucional de la Universidad de Salamanca
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15.811543

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