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 Universidad de Salamanca
    info
    Universidad de Salamanca

    Salamanca, España

    ROR https://ror.org/02f40zc51

    Situation géographique de l'organisation Universidad de Salamanca
  2. 2 Universitat de València
    info
    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

    Situation géographique de l'organisation Universitat de València
  3. 3 Department of Developmental Psychology and Socialization, Università degli Studi di Padova, Padua, Italy
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Revue:
Frontiers in Psychology

ISSN: 1664-1078

Année de publication: 2021

Volumen: 12

Type: Article

DOI: 10.3389/FPSYG.2021.703251 SCOPUS: 2-s2.0-85111370041 GOOGLE SCHOLAR lock_openGREDOS editor HANDLE: https://hdl.handle.net/10366/161025

D'autres publications dans: Frontiers in Psychology

Objectifs de Développement Durable

Résumé

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.

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