The Relationship between Digital Reading Disposition and Internet-based Reading Motivation: A Study on Pre-service Teachers

Abstract

Digital reading Internet-based reading Perceived competence Digital reading disposition Teacher trainingThis 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 preservice teachers' perceived competence for internet-based reading. Although pre-service teachers' perceptions of difficulty towards internetbased 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.

The role of digital literacy, epistemological belief and reading motivation and engagement in teaching 21st century skills

“…Although millennium individuals possess a certain familiarity with technology, often referred to as being "digital natives" (Prensky, 2001), research evidence indicate that they may struggle with maintaining focus due to the engaging and distracting nature of technology, leading to difficulties in managing their attention and switching between tasks (Dontre, 2021), which may end up with a lack of critical skills necessary to assess the credibility of online information. When the role of the Internet in facilitating access to materials online is considered, exploring the internet-based reading motivations of individuals is important in order to integrate with the digital world ( € Ozkan, 2022).…”