Journal of Korean Library and Information Science Society (한국도서관정보학회지)

Korean Library and Information Science Society (한국도서관정보학회)
권호 표지
DOI QR코드

DOI QR Code

A Study on the Correlation between Reading Attitude, Reading Amount, and Personality Type of College Students

대학생의 독서태도 및 독서량, 성격유형 간 상관관계 연구

  • 정대근 (광주대학교 문헌정보학과)
  • Received : 2022.02.23
  • Accepted : 2022.03.11
  • Published : 2022.03.30
Download PDF
⟨ Previous Next ⟩

Abstract

The purpose of this study is to examine the relationship between reading attitude, reading amount, and personality type of college students, and to prepare a plan to improve the reading rate. As a result of the study, Reading attitudes have been shown to affect reading volume, paper book reading amount, personal reading amount, and e-book reading amount. In the personality type, openness has had a positive impact on reading and reading attitudes. On the other hand, the attention was negatively affecting the reading amount and the reading attitude, except for the amount of e-book reading. The implications derived from this are as follows. First, college students need a library environment and a library environment that can read books that can read books. Second, in order to increase the reading amount of extraversion, it is necessary to conduct dynamic reading activities in the center of the activity and conduct a local reading club activity linked to community activities.

이 연구는 대학생들의 독서태도와 독서율, 성격유형 간 영향 관계를 살펴보고, 이를 토대로 대학생의 독서율 향상 방안을 마련하고자 하였다. 연구 결과, 독서태도는 재미를 위한 독서량, 종이책 독서량, 개인 독서량, 전자책 독서량에 영향을 미치는 것으로 나타났으며, 성격유형에서 개방성은 독서량 및 독서태도에 긍정적인 영향을 미친 반면, 외향성은 독서량 및 독서태도에 전자책 독서량을 제외하고 부정적인 영향을 미치는 것으로 나타났다. 이를 통해 도출한 시사점은 다음과 같다. 첫째, 대학생들의 독서태도와 독서율 간의 높은 상관성을 기반으로 대학생이 재미있고 편안하게 책을 읽을 수 있는 도서관 환경 제공 및 자료의 비치가 필요하다. 둘째, 외향성은 독서량 및 독서태도에 부정적인 영향을 미치므로 독서량을 늘리기 위해서는 활동 중심으로 동적인 독서 활동을 진행하고 지역사회 활동과 연계한 교내 독서클럽 활동을 진행할 필요가 있다.

Keywords

Acknowledgement

이 연구는 2022년도 광주대학교 대학 연구비의 지원을 받아 수행되었음.

References

  1. Byun, Woo-Yeol (2012). A development of the contents for the reading attitude survey questionnaire through the analysis of reading attitude models. Journal of Korean Library and Information Science Society, 43(4), 139-159. https://doi.org/10.16981/KLISS.43.4.201212.139
  2. Cho, hyounyang & Cho, Mia (2018). The effect of providing books to elementary school students according to their personality type on their reading attitude: focused on the relationship between school happiness and reading tendency. Journal of Korean Library and Information Science Society, 49(1), 23-46. https://doi.org/10.16981/KLISS.49.1.201803.23
  3. Erwin, P. (2001). Attitudes and Persuasion. Ko, Eunkyoung ed. (2006). Attitudes and Persuasion. Seoul: Sigmapress.
  4. Han, gyuseok (2017). Understanding Social Psychology. Seoul: Hakjisa.
  5. Han, Yoonok (2010). A study on the possibility of bibliotherapy based on the relationship between pesonality type and reading tendency. Journal of the Korean Society for Library and Information Science, 44(3), 25-59. https://doi.org/10.4275/KSLIS.2010.44.3.025
  6. Han, Yoonok, Paek, Jinhwan, Jang, Haesook, & Lee, Bora (2012). A study on the characteristics of preference books according to the children's personality type. Journal of the Korean Society for Library and Information Science, 46(3), 5-34. https://doi.org/10.4275/KSLIS.2012.46.3.005
  7. Hyeon, Sangyong et al. (2015). Understanding Modern Psychology. Seoul: Hakjisa.
  8. Jeon, Bo-Ra (2020). Development and validation of a reading attitude test tool for university students. Journal of Reading Research, 56, 247-277. https://doi.org/10.17095/jrr.2020.56.9
  9. Jeong, Daekuen (2016). A study on the influence of personality type on reading lifestyle for adolescent. Journal of Modern Social Science, 20, 109-126.
  10. Kim, Dongil, Hong, Seongdoo, & In, hyoyeon (2006). A validation study of personality assessment inventory based on Big Five factors for adolescents in Korea. The Journal of Yeolin Education, 14(1), 289-305.
  11. Kim, Jihyeon, Kim, Bokhoan, & Ha, Munsun (2011). Validation of a Korean version of the Big Five inventory. Journal of Human Understanding and Counseling, 31(1), 47-65.
  12. Lee, Youngkwan (2021). Analyzing the influence factors of reading behavior: focusing on the influence of social, cultural and economic resources on reading probablity and reading volume. Statistical Research, 26(3), 66-86.
  13. Liebert, R. M. & Liebert L. L. (2011). Liebert & Spiegler's Personality: Strategies and Issues (8th. ed.). Cho, Heonchon, Cho, heonjae, & Moon, jihyeo ed. (2011). Personality. Seoul: CENGAGE Learning Korea.
  14. Lim, Sungmi (2001). Relationship between reader's personality and psychological inclination. Journal of the Korea Academy of Psychological Type, 8, 99-127.
  15. Ministry of Culture, Sports and Tourism (2021). 2021 National Reading Survey. Sejong: Ministry of Culture, Sports and Tourism.
  16. Ministry of Education (2019). Yearbook of Education. Sejong: Ministry of Education.
  17. National Institute of Korean Language (2021, February 10) Standard Korean Dictionary. Available: https://stdict.korean.go.kr/
  18. No, Anyoung & Kang, Sinyoung (2003). Personality Psychology: for Understanding and Growth of Human Being. Seoul: Hakjisa.
  19. Ok, Jungin (1999). A Study on the Factors of Influencing the Attitude toward Reading. M.A. thesis, Major in Korea Language Education Graduate School of Korea National University of Education.
  20. Paek, Jinhwan & Han, Yoonok (2014). A study on effect of reading guidance program based on Enneagram of personality. Journal of the Korean Society for Library and Information Science, 48(2), 45-64. https://doi.org/10.4275/KSLIS.2014.48.2.045
  21. TvN Insight (2020, October 6). Future Lecture: Alpha Generation living in online. Available: https://www.youtube.com/watch?v=e0uRn4h53Do&t=36s.
  22. Yoon, Junchae & Kim, Youngran (2008). The developmental trends in middle schoolers' attitetu toward reading I. The Education of Korean Language, 43, 159-184.
  23. Erwin, P. (2001). Attitudes and Persuasion. 고은경 역(2006). 태도와 설득. 서울: 시그마프레스.
  24. Liebert, R. M. & Liebert L. L. (2011). Liebert & Spiegler's Personality: Strategies and Issues (8th. ed.). 조현춘, 조현재, 문지혜 옮김(2011). 성격심리학. 서울: 센게이지러닝코리아.
  25. TvN Insight (2020. 10. 6.). 미래수업: 온라인에 사는 알파세대. 출처: https://www.youtube.com/watch?v=e0uRn4h53Do&t=36s
  26. Allport, G. (1961). Pattern and Growth in Personality. New York: Holt, Rinehart and Winston.
  27. Burger, J. M. (2000). Personality (5th ed). California: Wadsworth/Thomson.
  28. Carver, C. S. & Scheier, M. F. (2000). Perspective on Personality (4th ed). Boston: Allyn & Bacon.
  29. Gambrell, L. B. (1996). Creating classroom cultures that foster reading motivation. The Reading Teacher, 50, 14-25.
  30. Maddi, S. R. (1996). Personality Theories: A Comparative Analysis (6th. ed.). New York: Books/Cole.
  31. Mathewson (1994). Model of attitude influence upon reading and learning to read. Theoretical Models and Process of Reading (4th. ed.). Newark, DE: International Reading Association, 1131-1161.
  32. Mckenna, M., Kear, D. J., & Ellsworth, R. (1995). Children attitude toward reading: a national survey. Reading Research Quarterly, 30(4), 934-956. https://doi.org/10.2307/748205
  33. Mckenna, M. C. & Kear J. D. (1990) Measuring attitude toward reading: a new tool for teacher. The Reading Teacher, 43(9), 626-639. https://doi.org/10.1598/RT.43.8.3
  34. Rhodes, L. K. (1993). Literacy Assessment: A Handbook of Instruments. Portsmouth: Heinemann.
  35. Schutte, N. S. & Malouff, J. M. (2004). University student reading preferences in relation to the big five personality dimensions. Reading Psychology, 25(4), 273-295. https://doi.org/10.1080/02702710490522630
  36. Stanovich, K. E. (1986). Matthew effects in reading: some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(4), 360-407. https://doi.org/10.1598/RRQ.21.4.1
  37. Stewart, R. S. (1950). Personality maladjustment and reading achievement. American Journal of Orthopsychiatry, 20(2), 410-417. https://doi.org/10.1111/j.1939-0025.1950.tb06051.x
  38. Vera, S. M. (1942). A critical study of certain personality factors as determining elements in a remedial reading program. Catholic Educational Review, XL, 145-161.