Beyond the Educational Context: Relevance of Intrinsic Reading Motivation During COVID-19 Confinement in Spain

Abstract

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.

Contribution of oral narrative textual competence and spelling skills to written narrative textual competence in bilingual language-minority children and monolingual peers

“…In this study, the written narrative skills of children have been assessed using narrative text in L2. Future research can explore more in-depth BLM children’s narrative skills in both L1 and L2 to examine these relationships linked to reading and writing habits and motivation ( Camacho et al, 2021 ; De Sixte et al, 2021 ). Future studies should examine a more heterogeneous language background of BLM children and compare the results from a cross-linguistic perspective.…”

Digital literacy in the university setting: A literature review of empirical studies between 2010 and 2021

“…The main contribution of this review lies in its comparison between pre/post-pandemic studies, which show a great increase in the use of technologies in the educational world (across the curriculum), and research work focused on measuring the competencies of these devices (Baber et al, 2022 ). These new investigations have not only followed the line of previous ones but focused on the measurement of digital literacy and its influence on it by variables such as the degree of origin, gender, age, or being a digital native or immigrant (Castañeda-Peña et al, 2015 ; Çoklar et al, 2016 ; Castañeda et al, 2018 ; Ata and Yildirim, 2019 ; Gür et al, 2019 ; Hamutoglu et al, 2019 ; Lerdpornkulrat et al, 2019 ; González et al, 2020 ; Navarro, 2020 ; De Sixte et al, 2021 ). But there has been an expansion of the topics and variables that are studied in conjunction with digital literacy, among which we find as a novelty, the study of psycho-educational variables such as academic motivation (Chow and Wong, 2020 ), self-efficacy and motivation (Lerdpornkulrat et al, 2019 ), effort expectations (Nikou and Aavakare, 2021 ), and self-concept as a student and as a teacher (Yeşilyurt et al, 2016 ).…”

The Impact of COVID-19 Confinement on Reading Behavior

“…During the COVID-19 pandemic, people were confined to homes and unable to attend to normal daily activities due to confinement regulations. Reading, including magazines, books, newspapers, or novels, might help reduce loneliness and improve mental health and well-being during “staying at home” [ 29 - 31 ]. On the other hand, libraries were closed during the pandemic, which might lead people to order book deliveries or to depend on electronic/audiobooks and magazines.…”