The Relationship between Digital Reading Disposition and Internet-based Reading Motivation: A Study on Pre-service Teachers
DOI:
https://doi.org/10.52963/PERR_Biruni_V11.N2.11Keywords:
Digital reading, Internet-based reading, Perceived competence, Digital reading disposition, Teacher trainingAbstract
This study focuses on the relationship between pre-service teachers' digital reading disposition and internet-based reading motivations, and in this context, it is aimed to examine the predictors of pre-service teachers' internet-based reading motivations on digital reading disposition. A quantitative research approach, using a relational survey design, was performed. The sample of the present study is the 401 pre-service teachers of Turkey. Correlation analysis and multiple linear regression analysis were used in the analysis of data obtained from two different scales. In the study, Digital Reading Disposition Scale and Internet Based Reading Motivation and Engagement Scale were used. Pre-service teachers’ digital reading disposition were examined and it was found that the pre-service teachers' disposition towards digital reading were moderate. Besides, it was found that pre-service teachers considered themselves to be moderately competent and dedication in reading on the internet. The findings showed that digital reading disposition could be explained by pre-service teachers' perceived competence for internet-based reading. Although pre-service teachers' perceptions of difficulty towards internet-based reading were found to be related to digital reading disposition, it was not found to be a significant predictor. In addition, there was no significant relationship between pre-service teachers' digital reading disposition and their dedication and avoidance motivation to internet-based reading. The study concludes with a discussion of the meaning of the findings for educational implications and future research.
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