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Title:Vpliv nekaterih dejavnikov na bralne navade študentov univerzitetnih pedagoških programov
Authors:ID Mažgon, Jasna (Author)
ID Kovač, Miha (Author)
ID Kovač Šebart, Mojca (Author)
Files:.pdf PDF - Presentation file, download (215,14 KB)
MD5: AF89806331EBFC5E21B4F9661C700284
 
URL URL - Source URL, visit https://www.sodobna-pedagogika.net/clanki/04-2025_vpliv-nekaterih-dejavnikov-na-bralne-navade-studentov-univerzitetnih-pedagoskih-programov/
 
Language:Slovenian
Typology:1.01 - Original Scientific Article
Organization:Logo ZDPDS - Association of Societies of Educational Workers of Slovenia
Abstract: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.
Keywords:bralne navade študentov, branje v družini, motivacija za branje, vključenost v vrtec, branje po spolu
Publication status:Published
Publication version:Version of Record
Publication date:31.12.2025
Year of publishing:2025
Number of pages:str. 27-45
Numbering:Letn. 76 = 142, št. 4
PID:20.500.12556/DiRROS-29464 New window
UDC:378
ISSN on article:0038-0474
DOI:10.63384/spB54z908s New window
COBISS.SI-ID:264890371 New window
Publication date in DiRROS:20.05.2026
Views:81
Downloads:57
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Record is a part of a journal

Title:Sodobna pedagogika
Shortened title:Sodob. pedagog.
Publisher:Zveza društev pedagoških delavcev Slovenije
ISSN:0038-0474
COBISS.SI-ID:761348 New window

Document is financed by a project

Funder:ARIS - Slovenian Research and Innovation Agency
Project number:P5-0174-2022
Name:Pedagoško-andragoške raziskave - Učenje in izobraževanje za kakovostno življenje v skupnosti
Funder:ARIS - Slovenian Research and Innovation Agency
Project number:P5-0361-2017
Name:Modeliranje bibliografskih informacijskih sistemov

Licences

License:CC BY-SA 2.5 SI, Creative Commons Attribution-ShareAlike 2.5 Slovenia
Link:https://creativecommons.org/licenses/by-sa/2.5/si/deed.en
Description:You are free to reproduce and redistribute the material in any medium or format. You are free to remix, transform, and build upon the material for any purpose, even commercially. You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original. You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.

Secondary language

Language:English
Title:The influence of certain factors on the reading habits of students in university teacher training programmes
Abstract: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.
Keywords:reading culture, teacher education students, childhood reading, reading motivation, maternal education, preschool attendance, gender differences in reading


Collection

This document is a part of these collections:
  1. Sodobna pedagogika

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