Preadolescents' Self-Concept and Popular Magazine Preferences

Autor/inn/en	Bosacki, Sandra; Elliott, Anne; Bajovic, Mira; Akseer, Spogmai
Titel	Preadolescents' Self-Concept and Popular Magazine Preferences
Quelle	In: Journal of Research in Childhood Education, 23 (2009) 3, S.340 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
Schlagwörter	Reading Habits; Preadolescents; Periodicals; Content Analysis; Females; Popular Culture; Foreign Countries; Questionnaires; Reading Materials; Self Concept; Gender Differences; Age Differences; Media Literacy; Canada + Suchen Sie Ihr Suchwort? Reading habit; Lesegewohnheit; Pre-adolescence; Präadoleszenz; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Inhaltsanalyse; Weibliches Geschlecht; Popkultur; Ausland; Fragebogen; Selbstkonzept; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Media skills; Medie competence; Medienkompetenz; Kanada
Abstract	This article draws on a larger study of Canadian children's sense of self and media habits, 223 children in all (112 boys, 111 girls; 10- to 13-year-olds; M = 11.17y). Participants completed a questionnaire on their self-descriptions and reading habits over a 3-year period. Content analysis of the responses showed great diversity in preadolescents' magazine reading habits and self-descriptions. Results showed that across all ages, girls preferred mainly fashion and entertainment magazines, whereas boys preferred mainly magazines concerning sports and video games. Results suggest that preadolescents' popular magazine reading habits may differ according to age and gender, and may reflect their self-perceptions. Educational implications for critical media literacy are discussed. (Contains 2 tables.) (As Provided).
Anmerkungen	Association for Childhood Education International. 17904 Georgia Avenue Suite 215, Olney, MD 20832. Tel: 800-423-3563; Tel: 301-570-2111; Fax: 301-570-2212; e-mail: headquarters@acei.org; Web site: http://www.acei.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10