| Abstract [eng] |
The study was conducted in order to examine the interplay between the motivational needs of adolescents when engaged in digital social reading in school settings (grades 9 and 10) and also their digital social reading behaviour, measured by the amount of the primary text read and the intensity of written communication. The study showed that in a digital social reading situation, the basic human needs of autonomy, competence, and relatedness are represented proportionally, without any one need gaining an oversize prominence. Students working under different motivational conditions exhibited similar reading behaviour as regards the amount of the primary text read, whereas the intensity of written communication differed significantly depending on the text read. We attribute this difference to the factor of story world absorption. Stories with a higher story world absorbtion rating elicited twice as much written communication compared to less absorbing stories. Written communication of all students was highly purposeful and focused exclusively on constructing meaning of the text with interpersonal interactions being kept to the very minimum. Female readers exhibited higher levels of motivation and more intensive reading behaviour. |
