A Study on the Relationships among Family Reading Environment, 3C Usage Time, Reading Motivation and Reading Intention for High-grade Students of Elementary School in Tainan

• Main Authors: HSU, HSIAO-YEN, 許小燕
• Other Authors: TU, BAU-MIN
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/288pnv

碩士 === 康寧大學 === 資訊傳播研究所 === 106 === The purpose of this study is to explore the relationshisp among family reading environments, 3C uage time, reading motivation and reading intention for high-grade students of elementary school in Tainan. The inquiry mode in this study is questionnaire survey. The subjects in this study were Tainan junior high grade students through questionnaire survey. A total of 856 students completed the valid questionnaires. The research tools were "family reading environments, 3C uage time, reading motivation and reading intention relevance questionnaire". The survey methods included descriptive statistics, independent samples t-test, one way analysis of variance, correlation and regression analysis. The main findings: 1.More girls spend time in reading than boys in high grade. 2.More fifth grade students spend time in reading than sixth grade students. 3.The higher educational level parents have the better reading intention children maintain. 4.The students like to read more than the others, and most of their parents adopted an authoritative parenting style. 5.In the harmonious atmosphere of family, it can build up good reading habits. 6.Students who have high reading frequency usually read with their mother. 7.The more reading habits of family, reading environment, and community cultural activities attending are valued, the easier children’s reading motivation is promoted. 8.Reading self-awareness will affect the individual's internal motivation to enhance reading. 9.Parent-child reading interaction will affect the promotion of personal external motivation to read. 10.There are some influences of reading motivation in the family reading environments. 11.There is an obvious negative effect between using 3C products after class and internal reading motivation of study. 12.The relationship between external reading motivation an idnternal reading motivation of study is obvious and positive. 13.There is an obvious positive relationship between intrinsic reading motivation and reading intent of study. Finally, based on the results of the study, some suggestions are made for families, educational administrations and follow-up research.