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

  1. De Sixte, Raquel 1
  2. Fajardo, Inmaculada 2
  3. Mañá, Amelia 2
  4. Jáñez, Álvaro 1
  5. Ramos, Marta 1
  6. García-Serrano, María 1
  7. Natalizi, Federica 3
  8. Arfé, Barbara 3
  9. Rosales, Javier 1
  1. 1 Department of Developmental and Educational Psychology, Universidad de Salamanca, Salamanca, Spain
  2. 2 Estructura de Recerca Interdisciplinar de Lectura, Universitat de València, Valencia, Spain
  3. 3 Department of Developmental Psychology and Socialization, Università degli Studi di Padova, Padua, Italy
Mostrar afiliaciones +
Revista:
Frontiers in Psychology

ISSN: 1664-1078

Año de publicación: 2021

Volumen: 12

Tipo: Artículo

DOI: 10.3389/FPSYG.2021.703251 GOOGLE SCHOLAR

Otras publicaciones en: Frontiers in Psychology

Resumen

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.

Referencias bibliográficas

  • Acock, (2014)
  • Alzueta, (2021), J. Clin. Psychol., 77, pp. 556, 10.1002/jclp.23082
  • Balluerka, (2021), Las Consecuencias Psicológicas de la covid-19 y el Confinamiento Universidad del País Vasco.
  • Becker, (2010), J. Educ. Psychol., 102, pp. 773, 10.1037/a0020084
  • Casagrande, (2020), Sleep Med., 20, pp. 12, 10.1016/j.sleep.2020.05.011
  • Chapman, (1995), J. Educ. Psychol., 87, pp. 154, 10.1037/0022-0663.87.1.154
  • Chen, (2008), Sociol. Methods Res., 36, pp. 462, 10.1177/0049124108314720
  • Davis, (1980), JSAS Catal. Select. Documents Psychol., 10, pp. 1
  • de Naeghel, (2014), Frontline Lear. Res., 2, pp. 83, 10.14786/flr.v2i1.84
  • de Naeghel, (2012), J. Educ. Psychol., 104, pp. 1006, 10.1037/a0027800
  • Deci, (1980), The Psychology of Self-Determination.
  • Durik, (2006), J. Educ. Psychol., 98, pp. 382, 10.1037/0022-0663.98.2.382
  • Escrivá, (2004), Psicothema, 16, pp. 255
  • (2020), Hábitos de Lectura y Compra de Libros en España 2019.
  • (2021), Hábitos de Lectura y Compra de Libros en España 2020.
  • Fornell, (1981), J. Mark. Res., 18, pp. 382, 10.1177/002224378101800313
  • Garces-Bacsal, (2017), J. Educ. Gifte, 40, pp. 1, 10.1177/0162353217717035
  • Garon-Carrier, (2016), Child Dev., 87, pp. 165, 10.1111/cdev.12458
  • Graham, (2008), Educ. Psychol., 28, pp. 757, 10.1080/01443410802260988
  • Guo, (2021), Behav. Sci., 11, 10.3390/bs11020013
  • Howard, (2017), Psychol. Bull., 143, pp. 1346, 10.1037/bul0000125
  • Howard, (2021), Perspect. Psychol. Sci., 10.1177/1745691620966789
  • Ingram, (2020), Front. Psychol., 11, 10.3389/fpsyg.2020.588604
  • (2020), Población de 16 y más Años por Nivel de Formación Alcanzado, Sexo y Grupo de Edad [Dataset].
  • Law, (2008), Res. Educ., 80, pp. 37, 10.7227/RIE.80.4
  • Law, (2009), Educ. Res., 51, pp. 77, 10.1080/00131880802704764
  • Levine, (2020), Motivat. Sci., 10.1037/mot0000209
  • Linnenbrink-García, (2016), Encyclopedia of Personality and Individual Differences, pp. 91
  • Litalien, (2017), Contemp. Educ. Psychol., 51, pp. 67, 10.1016/j.cedpsych.2017.06.010
  • Mellard, (2007), Read. Res. Q., 42, pp. 188, 10.1598/RRQ.42.2
  • Pekrun, (1993), Advances in Motivation and Achievement, pp. 139
  • Pérez-Rodrigo, (2020), Rev. Española Nutr. Comunitaria, 26, pp. 101, 10.14642/RENC.2020.26.2.5213
  • Pintrich, (2006), Motivación en Contextos Educativos.
  • (2020), R: A Language and Environment for Statistical Computing.
  • Ratelle, (2007), J. Educ. Psychol., 99, pp. 734, 10.1037/0022-0663.99.4.734
  • Retelsdorf, (2011), Learn. Instr., 21, pp. 550, 10.1016/j.learninstruc.2010.11.001
  • Ryan, (2009), Educational Psychology Handbook Series. Handbook of Motivation at School, pp. 171
  • Ryan, (2019), Advances in Motivation Science, pp. 111, 10.1016/bs.adms.2019.01.001
  • Ryan, (2020), Contemp. Educ. Psychol., 61, 10.1016/j.cedpsych.2020.101860
  • Salmerón, (2020), Front. Psychol., 11, 10.3389/fpsyg.2020.575241
  • Scales, (2001), Read. Psychol., 22, pp. 175, 10.1080/027027101753170610
  • Schiefele, (2012), Read. Res. Q., 47, pp. 427, 10.1002/RRQ.030
  • Schiefele, (2016), Learn. Individ. Differ., 51, pp. 49, 10.1016/j.lindif.2016.08.031
  • Schutte, (2007), Read. Psychol., 28, pp. 469, 10.1080/02702710701568991
  • Solheim, (2011), Read. Psychol., 32, pp. 1, 10.1080/02702710903256601
  • Stanton, (2020), Int. J. Environ. Res. Public Health, 17, 10.3390/ijerph17114065
  • Stoeber, (2007), Personal. Individ. Differ., 43, pp. 2182, 10.1016/j.paid.2007.06.036
  • Swalander, (2007), Contemp. Educ. Psychol., 32, pp. 206, 10.1016/j.cedpsych.2006.01.002
  • Torppa, (2020), Child Dev., 91, pp. 876, 10.1111/cdev.13241
  • Unrau, (2006), J. Educ. Res., 100, pp. 81, 10.3200/JOER.100.2.81-101
  • Vallerand, (1997), J. Personal. Soc. Psychol., 72, pp. 1161, 10.1037/0022-3514.72.5.1161
  • Vansteenkiste, (2009), J. Educ. Psychol., 101, pp. 671, 10.1037/a0015083
  • Wang, (2004), Read. Res. Q., 39, pp. 162, 10.1598/RRQ.39.2.2
  • Wigfield, (1997), J. Educ. Psychol., 89, pp. 420, 10.1037/0022-0663.89.3.420
  • Zhao, (2021), Front. Psychiatry, 12, 10.3389/fpsyt.2021.635546