May Parental Reading Behavior Explain the Gender Differences in Subteeners’ Reading Attitude?

Aniko Joó, Erzsébet Dani

This paper presents the results of a research project which analyzed the impact of parental reading behavior on the gender differences in subteeners’ reading attitude. The applied theoretical approach is based on the tri-component view of reading attitude. A sample of 1633 (815 male and 786 female) students and their parents filled in a questionnaire on reading preferences and habits, and the students completed a reading attitude scale. Variance analyses (ANOVA) are used to determine the statistically significant differences. Independent variables of the measurement are materialized dimensions of reading, and parents’ paper-based/online reading habits, purpose and frequency. As assumed, girls are generally more influenced by parental reading habits and exhibit more favorable reading attitude if either parent has positive reading behavior. Boys’ reading attitude is far less influenced by behavioral patterns; nevertheless, the father’s impact is significantly stronger than that of the mother. In the light of the results, this paper will also give some thought, briefly, to what can be done; thereby, indicating some directions of further research.

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