An investi̇gati̇on of the relati̇onshi̇p between readi̇ng moti̇vati̇on and home di̇gi̇tal li̇teracy acti̇vi̇ti̇es among fourth grade pri̇mary school students

The primary aim of this study is to examine the relationship between fourth-grade primary school students' motivation to read books and the digital literacy activities they engage in at home. Employing the correlational research model, one of the quantitative research methods, the study analyzed data collected from 350 fourth-grade students and their parents in the Merzifon district of Amasya during the 2024–2025 academic year. Data collection instruments included the "Reading Motivation Scale" and the "Scale for Identifying Primary School Students' Home Digital Literacy Activities." The statistical analysis of quantitative data was carried out using SPSS. The research findings revealed that students' overall motivation to read was at a low level, while the frequency of participation in digital literacy activities at home was moderate. It was found that students who spent two or more hours on digital activities had significantly higher levels of reading motivation compared to those who spent less time. A weak positive correlation was identified between passive digital use and reading motivation, whereas a weak negative correlation was found between educational digital use and reading motivation. No significant relationship was observed between active digital use and reading motivation. The findings suggest that a reasonable and conscious engagement with digital activities does not negatively impact reading motivation; on the contrary, certain digital practices may actually support the desire to read. The study points to the possibility of harmonizing traditional reading habits with the demands of the digital age in a balanced manner, offering recommendations to educators, parents, and policymakers for the simultaneous development of children's digital literacy and reading motivation.