Document Type : Original Article

Authors

1 Faculty Member of Knowledge and Information Science Department, Shahid Chamran University of Ahvaz, Ahvaz, Iran

2 PhD. Knowledge and Information Science, Shahid Chamran University of Ahvaz, Ahvaz, Iran

3 PhD Student of Educational Science, Shahid Chamran University of Ahvaz, Ahvaz, Iran

Abstract

Background and Objectives: Studying as a social skill is the bed of advancement and development of each nation, and it can be said that there is a close relationship between the study and development of individuals in societies. The growth of the culture of studying and reading can directly and indirectly play an effective role in reducing the impact of social pests, such as addiction, etc. (Mardandoost, Torkian Tabar, Hasoomi, 2016). The need for children and adolescents to be interested in studying is not overlooked. The habit of reading and familiarity with resources that can help us meet our information needs is a great benefit and this habit is better to sprout from childhood (Mardandoost, Torkian Tabar, Hasoomi, 2016). The choice of teens for this study is important because they are in the early years of experiencing reading and this useful habit (reading), which should have been institutionalized since many years ago, is the basis for knowledge gaining and lifelong learning in them. The purpose of this study was to investigate and identify the inciting and preventing factors of habitual reading among high school students in Ahvaz.
Methodology: The present study was conducted in a survey, or field study, and descriptive method. The statistical population of this study consists of 380 of 40814 high school students of public schools in Ahwaz, which is calculated using the Cochran formula. Sampling in this research was carried out in a classified random manner. The data gathering tool in this research is a researcher-made questionnaire designed according to the factors related to the study (such as family, library, school, librarian, etc.), as well as the persuasive and dissuasive components. To assess the validity of the questionnaire, content validity was used. In order to determine the reliability of the data gathering tool, the final questionnaire was distributed in a group of 30 people. In the analysis phase, the reliability of the questionnaire was measured by calculating the Cronbach's alpha coefficient. The reliability coefficient for measuring the study status was 0.75, for dissuasive factors was 0.943 and for the persuasive factors was 0.894. for descriptive statistics, indicators such as mean, frequency, standard deviation and percentages are used, and for inferential statistics, exploratory factor analysis, independent t-test, Spearman correlation coefficient have been used. Data were analyzed by SPSS software version 22.
Findings: Based on the results, 62.8% of the respondents were girls and 37.2% of them were boys. The findings of the study showed that the average student's study period was about 3 hours a day and girls were significantly more likely than boys to study. The average non-syllabic study of students was estimated at 55 minutes per day. There was no significant difference between the mean study amount of girls and boys. According to the findings, the most common way to get information between students are radio and television, and the Internet. Also, findings indicate that there is a correlation of 0.037 between parental education and non-syllabus study in students. According to the findings, 75.1% of students during the day, in addition to textbooks, also study non-syllabus material; the average non-syllabus study time in students is about 55 minutes per day, and based on The test there is no significant difference between the non-syllabus study time of male and female students. Findings showed that students believe educational factors such as holding educational courses to familiarize them with reading, and then motivational, cultural and economic factors are the most important factors in getting them interested in reading. On the other hand, cultural, educational and economic factors are the most important factors preventing them from studying.
Disscusion: Based on the findings, student believe that among the persuasive factors, educational factors, economic factors and motivational factors, have the most impact in encouraging students to study. These findings indicate that if adolescents are adequately trained in studying and familiarizing themselves with appropriate resources, and by institutionalizing appropriate culture from the behavior of their families and those around them since childhood, their interest in The study will be further. Among the deterrent factors, cultural, educational and economic factors were also the most frequent among the responses. At the end, suggestions are made to improve the level of study. As the findings show, from student's point of view the motivational factors have not been among the inhibitors, which means that in case of proper designing, adequate education and creation of facilities for book purchases, there is sufficient motivation for studying in teens and students. Therefore, according to the results, it is believed that the most effective ways to increase the adolescents' study rate and their interest in this culture are at first, development of related educational programs and then the attempt to guide the intellectual orientation and culture of Families towards reading and, later on, create easy access reading materials.

Keywords

References
Aa’laee, Pari (2018). Measuring the amount of syllabus and non-syllabus study in students of Kashan University: A Study of Causes. Master's thesis, Kashan University.
Aftabi arani, Fatemeh; Batooli, Zahra (2007). Study of non-syllabus study among high school students and identification of factors affecting it in Aran and Bidgol city in the academic year of 2005-2006. Scientific Communication, 7 (3).
Behzadi, Hasan, Mahmoudi, Hassan (2017). Study of the role of observational learning on the status of high school male students based on Bandura Social Cognitive Theory. Library and Information Science, 21 (1): 25-54.
Clark,Christina and Foster, Amelina(2005) Children's and young people reading habits and preference: The who, what, why, where and when, available at: http://www.literacytrust.org.UK/research/ reading.pdf.
Fakhraei, Sirus (1997) An Investigation of the Effective Methods in Increasing the Amount of Study in High School Students of Tabriz. Report of the Board of Research of the Education Directorate of East Azerbaijan.
Fazel, Morteza (2001) A survey on the type and amount of non-syllabus studies in high school students and identification of factors affecting it from Shahreza city students point of view. Isfahan Education Organization, Research Council.
Florence, F. F. (2012). Effects of environmental factors on students’ reading habits in Yagba east local government area of Kogi State. Universal Journal of Education and General Studies1(6), 153-157.
Garces-Bacsal, R. M., & Yeo, S. D. (2017). Why and what they read when they don’t have to: Factors influencing the recreational reading habits of gifted students in Singapore. Journal for the Education of the Gifted40(3), 247-265.
Golchobi, Taghi (2005), Studying the status of free study in Mazandaran High School Students and identifying the inhibiting and encouraging factors on studying. Master thesis, Shahid Chamran University, Faculty of Education and Psychology.
Halsted, J. W. (2009). Some of my best friends are books: Guiding gifted readers from preschool to high school (3rd ed.). cottsdale, AZ: Great Potential Press.
Karami, Azita (2012). The Effect of Incentive Factors on the Study of Non- syllabus (Free) Books in the Academic Achievement of High School Students in Abdanan City. Master's Thesis, Payame Noor University of Tehran, Payame Noor Center, Tehran.
Khedmatinejad, Hojat (2016). Investigating the Preventive and Supportive Factors of study among the library staff of Isfahan province, Master's thesis, Shahed University, Faculty of Literature and Humanities.
Khosravi, Fariborz (2002). An Introduction to Study Pathology in Southern Countries, Book Quarterly, 13 (3): 116-125.
Lancaster, Wilfred. (1376) Libraries and librarians in the electronic age. Asadollah Azad. Mashhad: Astan Quds Razavi Publishing House.
Mardandoost, Zahra; Turkiantabar, Mansour; Hasoumi, Tahereh (2016). Factors Affecting the Increase of Student's positive Attitude towards Studying at the sixth grade girls Elementary Schools in Khomein. Quarterly journal of recent research in the humanities, 10 (3): 97-108.
Mirza'i, Somayeh (2014). Studying the status of free study among Shahid Chamran University of Ahvaz’s bachelor students of the class of 2013-2014 and identifying and analyzing preventive and persuasive factors for their study. Master thesis, Shahid Chamran University of Ahvaz, Faculty of Education and Psychology.
Moaref Zadeh, Abdolhamid; Iraji, Shahrzad (2010). Investigation of preventive and supportive factors on studying among users of public libraries in Mahshahr city. Informational and Public Libraries Research, 16 (1): 143-170.
Nasiri, Behrooz (1397). Books and Reading among Students: Do's and Don'ts. Peyvand, 39 (1 & 2): 56-57.
Nazari, Ashraf; Osareh, Farideh (2011), "The Viewpoints of High School Students of Shahrekord City about the Preventive and Supportive Factors of Free Study". National Library and Information Organization Studies, 22 (3): 56-73.
Ogunrombi, S. A; Adio, Gboyega(1995) Factors Affecting the reading habits of secondary school students. Library Reviews, No.4, P.50-57.
Rasouli, Fereshteh (2019). Investigating public library user’s incentive and deterrent factors to attract more users from their perspective (Case Study: Razan Rural Public Libraries) Master's thesis, Payam Noor University of Qom, Qom's Payam Noor Center.
Sainsbury, M., & Schagen, I. (2004). Attitudes to reading at ages nine and eleven. Journal of Research in Reading, 27, 373–386. doi:10.1111/j.1467- 9817.2004.00240.x
Salari, Mahmood (2012). Examining and explaining the main factors affecting the study culture in Iran and presenting a suitable model for its development, Ph.D. in Librarianship and Informatics, Ferdowsi University of Mashhad, Faculty of Education and Psychology.
Saunders, Marick; Holt, Tan. The creation of a desirable reading culture in poor countries: The role of the Staging Lasen Plan; Translated by Farideh Osareh: Selected articles by IFLA (Amsterdam: August 16-21, 1998) under the direction of Abbas Horri. Tehran: National Library of the Islamic Republic of Iran, 2000. 153-161.
Unrau, N., & Schlackman, J. (2006). Motivation and its relationship with reading achievement in an urban middle school. The Journal of Educational Research, 100, 81–101.
Viisinejad, Sima (2007), Investigating strategies for encouragement of studying in children and adolescents, Tehran: Specialized Children and Adolescents book of the month Monthly. No. 4 & 5 (114).
Zangeneh Baigy, Zahra (2017). Studying the Model and effective and inhibiting factors in youth study in Mashhad. Master's thesis, Ferdowsi University of Mashhad, Faculty of Educational Sciences and Psychology.