The relationship between students' reading motivations and reading attitudes and habits

Individuals use various methods to communicate. These methods include shapes and symbols. As a result of the meanings attributed to the symbols, writing and reading occurred. Reading, which is one of the 4 basic language skills given to people, can only be obtained as a result of a certain education. Ensuring the continuity of the reading skill gained a positive internal and external motivation; It depends on the development of a positive attitude towards reading activity and reading books. As a result of the positive motivation and positive attitude towards reading, the action gains continuity and becomes a habit by the individual. Reading motivation and reading attitude and habit is an ability to be gained from a young age. In this process, the impact of parents, teachers, friends and school life is great. With this study, it was aimed to determine the relationship between middle school students' reading motivations and reading attitudes and habits by considering various variables. The research is a survey research in relational screening model in quantitative approach. Relational screening model, one of the general screening models, was used in the study. Personal Information Form, Reading Motivation Scale, and Reading Attitude and Habit Scale were applied to 1347 secondary school students at the 5th, 6th, 7th and 8th grades determined by stratified random sampling method to collect research data. The variables of the analysis of the data are gender, class, mother education level, father education level, pre-school education, number of siblings, daily book reading, daily book reading time, daily computer, tablet and similar usage time, daily television viewing time, at home availability of a library and daily street playing time was used. A package program was used in the analysis of the data. The normality test was applied to each scale and since the responses showed normal distribution, the data were analyzed by selecting the appropriate t-test and ANOVA tests, which are parametric. In the analysis of Anova, Scheffe determined in which groups the significant difference was found for the homogenous groups as a result of Levene test; The Games Howell test was used for non-homogeneous groups. In addition, correlation analysis was carried out to analyze the relationship between the two scales and the sub-dimensions of the scale. In addition, simple linear regression analysis was used to determine the relationship between students' reading motivations and reading attitudes and habits. The data obtained as a result of the analyzes were tabulated and various suggestions were made by interpreting from the literature. As a result of the analysis, the reading motivation and reading attitudes and habits of the students, gender, class, father education level, pre-school education, number of siblings, daily book reading, daily book reading time, daily computer, tablet and similar usage time, daily television watching time, at home There were significant differences between the availability of a library and the daily street playing time variables. In the mother education level variable, no significant difference was found in the Reading Motivation Scale. As a result of the correlation analysis, it was observed that there was a positive and moderate relationship between middle school students' reading motivations and reading attitudes and habits. In addition, it was determined that the level of reading motivation of students was a significant predictor of attitude and habit towards reading.