20.500.12556/DiRROS-29464 Vpliv nekaterih dejavnikov na bralne navade študentov univerzitetnih pedagoških programov The influence of certain factors on the reading habits of students in university teacher training programmes Izsledki raziskave, opravljene leta 2024/25 na izbranem vzorcu študentov univerzitetnih pedagoških programov v Sloveniji, kažejo, da so dejavniki, ki pomembno vplivajo na število prebranih knjig v odraslosti, zlasti branje v družini v otroštvu, izobrazba matere in tudi vključenost v vrtec. Na bralne navade študentov in študentk pomembno vplivata tudi branje iz veselja in motivacija za branje. Podatki ponovljene raziskave 2024/25 so slabši od tistih iz raziskave, ki smo jo opravili leta 2017/18. Študentke in študenti branju tedensko namenjajo manj časa, pogosteje kot leta 2017/18 pa izbirajo manj zahtevna besedila, a preberejo več knjig. Študentke so pri tem učinkovitejše od študentov, a so besedila, ki jih izbirajo, manj zahtevna; študenti pogosteje izbirajo zahtevnejša besedila in pogosteje v njih iščejo odgovore na vprašanja, ki jih zanimajo. Kar 30 % študentov je odgovorilo, da ne berejo, tako je odgovorilo 15 % študentk. Oboje je skrb zbujajoč podatek tudi za izvajalce visokošolskih pedagoških programov. The findings of a study conducted in 2024/25 on a selected sample of students enrolled in teacher education programs at Slovenian universities indicate that family reading practices in childhood, maternal education, and preschool attendance are significant factors influencing the number of books read in adulthood. Reading for pleasure and reading motivation also play an important role in shaping students’ reading habits. The results of the repeated 2024/25 study are less favorable compared to those of the 2017/18 survey. Students now devote less time per week to reading and, more often than in 2017/18, choose less demanding texts, although they do read more books overall. Female students prove to be more efficient readers than their male peers, but the texts they choose tend to be less demanding; male students, on the other hand, more frequently opt for more challenging texts and are more likely to seek answers to their own questions within the readings. Notably, 30% of male students and 15% of female students reported that they do not read at all—an alarming finding also for providers of higher education teacher training programs. bralne navade študentov branje v družini motivacija za branje vključenost v vrtec branje po spolu reading culture teacher education students childhood reading reading motivation maternal education preschool attendance gender differences in reading true false true Slovenski jezik Angleški jezik Neznano 2026-05-20 12:51:13 2026-05-20 12:51:13 2026-05-21 03:54:10 0000-00-00 00:00:00 2025 0 0 str. 27-45 št. 4 Letn. 76 = 142 dec. 2025 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 2025-12-31 378 0038-0474 10.63384/spB54z908s 264890371 RAZ_Mazgon_Jasna_2025.pdf RAZ_Mazgon_Jasna_2025.pdf 1 AF89806331EBFC5E21B4F9661C700284 b5e44f9233342b060121a471a0b06ca20e8e3bcafcef26f21e6c6fc2a434de5a 4c00442c-543b-11f1-8a5a-001a4af901a5 https://dirros.openscience.si/Dokument.php?lang=slv&id=44191 https://www.sodobna-pedagogika.net/clanki/04-2025_vpliv-nekaterih-dejavnikov-na-bralne-navade-studentov-univerzitetnih-pedagoskih-programov/ 0 44c49276-543b-11f1-8a5a-001a4af901a5 https://dirros.openscience.si/Dokument.php?lang=slv&id=44190 Zveza društev pedagoških delavcev Slovenije Sodobna pedagogika 0 0 0