| Summary: | 碩士 === 國立東華大學 === 教育行政與管理學系 === 106 === This study aims to understand the relationship between reading promotion of elementary and junior high schools in Hualien County and students’ reading attitudes as well as the effects of the background variables. With questionnaire survey, G5-G9 students in the academic year 2017, as the research population, are proceeded stratified sampling. Total 550 copies of formal questionnaire are distributed, and 521 copies are retrieved, in which 433 copies are valid. The collected formal questionnaire are proceeded t test, one-way analysis of variance, Pearson’s product-moment correlation, and stepwise multiple regress analysis with SPSS14.0 Statistics, and the following results are summarized.
1. Reading promotion of junior high and elementary schools in Hualien County and students’ reading attitudes are generally satisfactory.
2. Schools in distinct districts do not appear differences in reading promotion, while the type of schools does. In comparison with general junior high and elementary schools, remote schools devote more to reading promotion, and reading promotion in elementary schools is better than it in junior high schools.
3. In terms of individual variables, female students, G5 students, and those reading more than 30min every day show more positive reading attitudes.
4. In regard to family variable, students with more than 10 extracurricular books at home, reading more than once a month, and reading more than once a month with parents reveal more positive reading attitudes.
5. Reading promotion of elementary and junior high schools and students’ reading attitudes show medium positive correlations, and reading environment creation and reading interest cultivation reveal medium and low positive correlations with reading attitudes, respectively. In other words, the students of a school with better reading promotion would present more positive reading attitudes.
6. Reading promotion of schools, students’ daily reading time, the quantity of extracurricular books at home, and parents’ reading frequency appear effects on students’ reading attitudes. Reading environment creation, students’ daily reading time, and the number of extracurricular books at home show the most effects.
According to the research results, various suggestions are proposed in this study for the reference of schools, parents, and future researchers.
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