Effects of reading motivation and perceived quality of the reading space on students' affective responses

Abstract

Reading motivation and perceived quality of the reading space are considered to influence students' affective responses in reading. This study chose college students as respondents because reading is part of daily learning activities. Reading activities emerge because of the students' motivation to read. College students intentionally choose a reading space that complies with these activities. The aim of this study was to find the influence of reading motivation and perceived quality of the reading space on the students' affective responses. Data collection was carried out based on an online survey questionnaire. Exploratory qualitative research was conducted to collect data based on information about the motivation and rationale for selecting a specific place to read. Explanatory quantitative research was conducted to interpret the causal relationship between reading motivation and perceived quality of the reading space towards students' affective responses. The results showed that the perceived quality of the reading space was the more dominant factor influencing affective responses compared to reading motivation. The users assessed the quality of the reading space on the basis of the factors "ease and comfort", "hustle" and "tranquility". Furthermore, some reading motivations, i.e. the factors "improve inspiration" and "entertainment", affectively influenced the students' thinking ability.