"You Are as You Read": Do Students' Reading Interests Contribute to Their Individuality?

Autor/in	Dollinger, Stephen J.
Titel	"You Are as You Read": Do Students' Reading Interests Contribute to Their Individuality?
Quelle	In: Reading Psychology, 37 (2016) 1, S.1-26 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2014.966184
Schlagwörter	Reading Interests; College Students; Questionnaires; Essays; Preferences; Personality Traits; Photography; Visual Aids; Socioeconomic Status; Academic Ability; Correlation; Regression (Statistics); Individual Differences; Psychometrics; Individual Development + Suchen Sie Ihr Suchwort? Leseinteresse; Collegestudent; Fragebogen; Essay; Aufsatzunterricht; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Fotografie; Anschauungsmaterial; Socio-economic status; Sozioökonomischer Status; Korrelation; Regression; Regressionsanalyse; Individueller Unterschied; Psychometry; Psychometrie; Individuelle Entwicklung
Abstract	On empirical and theoretical grounds, it is proposed that the enjoyment of reading, and particular reading interests, relate to people's individuality. This research used photo essays about the self as the method for operationalizing individuality--that is, self-construals that are unlike others (i.e. are uniquely self-reflective, multidimensional, creative). In two studies of college students (N = 689 with questionnaire data and photo essays), findings showed that, as compared to more conventional peers, individualistic photo essayists reported greater enjoyment of reading and had more "intellectual" reading interests, including fiction, the humanities/social science, and science. More conventional students preferred to read about news, sports, and romance/sexuality. Unlike stable personality traits, amount and types of reading may be one personally controllable path toward developing individuality of young adults. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01