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The Effect of a Construal Level of Reading on Elementary School Students' Volume of Reading and Pleasure of Reading

독서에 대한 해석수준이 초등학생의 독서량과 독서의 재미에 미치는 효과

  • Received : 2019.11.25
  • Accepted : 2019.11.26
  • Published : 2019.12.30

Abstract

The objective of the current study is to explore psychological factors that can encourage elementary school students to read. Specifically, the current study verified the effect of manipulating the construal level, which is known to influence goal achievement, on the reading volume of the students. Two hundred elementary school students were separated into groups with high and low preferences for reading, as well as those with high and low reading volumes in general. Then, the study proceeded to categorize the students into the abstract construal-level group who were directed to think about why they have to read and the concrete construal-level group who were directed to think about how they should read. The participants were asked to read for two weeks, and their reading volume and reported pleasure of reading were measured. As a result, the study confirmed the main effect of the construal level, in that the group of students who were directed to have a concrete perspective about their reading objective by thinking about how to read had a higher reading volume than the group directed to have an abstract perspective about their reading objective. In addition, the group that generally had a lower-level preference for reading both read more and enjoyed reading more after it was directed to construe the reading activity concretely. However, the group that generally had a higher level of preference for reading maintained high reading volumes and high pleasure of reading regardless of the construal level. Furthermore, the group that generally read less both read more and enjoyed reading more after it was directed to construe reading concretely. However the group that generally read more also enjoyed reading more after it was directed to construe reading abstractly. The current study is significant in that it expands the discussion about the effect of construal level, which had been mainly a subject of behavioral economic research, into the field of educational instruction. The study also provides a practical implication for the types of perspective that are effective in motivating people with a higher or lower preference for certain tasks, as well as those with higher or lower levels of achievement for certain tasks.

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