독자의 비인지적 특성 조사를 위한 ‘독서 성향’의 개념 및 구인 탐색
The Concept and Exploration of Constructs for ‘Reading Disposition’ to Investigate Readers’ Non-Cognitive Characteristics
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초록
이 연구의 목적은 독자들의 비인지적 특성에 주목하는 ‘독서 성향’ 개념을 이론적으로 탐색하고, 이를 종합적으로 측정할 수 있는 새로운 구인 모형을 제안하는 데 있다. 이 연구에서는 독서 성향을 “독서 능력과 문식 활동에 영향을 주는 독자의 심리적, 정서적, 행동적 경향성”으로 정의한 후, 독자의 비인지적 특성의 제 요소를 종합적으로 검토 및 재조직하여 독서 성향을 다차원적으로 평가할 수 있는 개념적 모형을 구성하였다. 이 연구에서 제시한 독서 성향 모형은 독자 주도성, 독자 신념, 인쇄물 읽기 태도, 디지털 읽기 태도, 그리고 사회적 독서의 5개 요인으로 구성되어 있다. 이 독서 성향 모형을 바탕으로 독서교육 현장에서 학생들의 독서 성향을 더욱 체계적으로 이해하고 평가하며, 독자의 독서 성향을 고려한 맞춤형 독서교육 프로그램을 개발하는 데 기여할 수 있기를 기대한다.
Abstract
The purpose of this study is to theoretically explore the concept of ‘reading disposition’ based on readers’ non-cognitive characteristics and propose a new construct model that comprehensively measures it. In this study, reading disposition is defined as “the psychological, emotional, and behavioral tendencies of readers that influence reading ability and literacy activities.” Following this definition, non-cognitive factors such as motivation, attitude, beliefs, and social interactions, which constitute a reader’s reading disposition, were reviewed and reorganized to construct a conceptual model of the reading disposition. The reading disposition model consists of five factors: reader agency, reader beliefs, attitudes toward print reading, attitudes toward digital reading, and social reading. It is expected that this model will contribute to the systematic understanding and assessment of students’ reading dispositions in educational settings and help develop reading education programs based on these insights.
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