Academic Achievement and Reading Activities in University Students

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F21%3A73611963" target="_blank" >RIV/61989592:15410/21:73611963 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.iclel.com/_files/ugd/d546b1_745a6ba405354ab69327f6cea8d73ea8.pdf" target="_blank" >https://www.iclel.com/_files/ugd/d546b1_745a6ba405354ab69327f6cea8d73ea8.pdf</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Academic Achievement and Reading Activities in University Students

Popis výsledku v původním jazyce

The goal of the study was to assess the effect of the time spent reading on academic achievement and to examine whether there were any differences in the effect of individual forms of reading activities on academic achievement. The research sample consisted of 624 university students aged. To determine empirical data, the following research methods were used: The Academic Achievement Questionnaire (AAQ). Reading activities were assessed using 6 items derived from the Background Questionnaire for Reading Skills. The results suggested that the only domain affected by reading activities was dealing with study demands. Specifically, all three models were significant while printed reading time and total reading time were the only significant predictors. All unstandardized ß-coefficients suggested positive relationships between reading activities and dealing with study demands. However, this effect was extremely weak given that the explained variance ranged from 1.3 to 1.7%

Název v anglickém jazyce

Academic Achievement and Reading Activities in University Students

Popis výsledku anglicky

The goal of the study was to assess the effect of the time spent reading on academic achievement and to examine whether there were any differences in the effect of individual forms of reading activities on academic achievement. The research sample consisted of 624 university students aged. To determine empirical data, the following research methods were used: The Academic Achievement Questionnaire (AAQ). Reading activities were assessed using 6 items derived from the Background Questionnaire for Reading Skills. The results suggested that the only domain affected by reading activities was dealing with study demands. Specifically, all three models were significant while printed reading time and total reading time were the only significant predictors. All unstandardized ß-coefficients suggested positive relationships between reading activities and dealing with study demands. However, this effect was extremely weak given that the explained variance ranged from 1.3 to 1.7%

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

50101 - Psychology (including human - machine relations)

Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2021

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

ICLEL 21 Conference Proceeding Book

ISBN

978-605-66495-9-2

ISSN

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e-ISSN

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Počet stran výsledku

8

Strana od-do

164-171

Název nakladatele

Sakarya Üniversitesi

Místo vydání

Sakarya

Místo konání akce

Sarajevo

Datum konání akce

24. 8. 2021

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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