Reading Motivation, Alcohol and Drug Use in Future Teachers in Preschool and Primary School

María De La Rocha Díaz,Cecilia Ruiz-Esteban,Inmaculada Méndez

doi:10.3390/ejihpe10040080

María De La Rocha Díaz, Cecilia Ruiz-Esteban + Show 1 more

Open Access

https://doi.org/10.3390/ejihpe10040080

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Abstract

Future teachers will have to develop the reading habit in their students, as this is an essential factor in schoolchildren. The lack of reading motivation among young people and the need to have it in order to transmit it has been evidenced. Young people often prefer to spend their leisure time using alcohol and other drugs rather than reading books for pleasure. The factors that influence reading motivation are varied, but the objective of this research work focuses on establishing the relationship between reading motivation and the problematic use of alcohol and other drugs in future teachers of Preschool and Primary Education. A total of 178 subjects among university students were recruited (56.6% girls). The ages ranged from 18 to 34 (M = 21.59, SD = 3.52). The first scale used was the MULTICAGE CAD-4 for behavioral addiction together with a Scale for Characterizing Motivation for Academic Reading (EMLA). The results of the study indicate that those young people who were more involved in the consumption of alcohol and drugs had a lower reading habit. Likewise, the study also reveals significant mean differences in reading motivation based on gender and age. This shows the need to enact healthy habits from the university related to increasing reading motivation and promoting the reading habit in future teachers.

Highlights

Reading is an essential factor, for the acquisition of new knowledge, and for the development of people’s intellectual capacities
The results of the study indicate that those young people who were more involved in the consumption of alcohol and drugs had a lower reading habit
Data from our study indicate that future teachers of preschool and primary education often show little reading motivation [9], as they usually only read for the purpose of passing the exams but not for the pleasure of acquiring knowledge [9,10,14,15]

Summary

Introduction

Reading is an essential factor, for the acquisition of new knowledge, and for the development of people’s intellectual capacities. We distinguish between literary reading and digital reading. In this sense, the development of new communication technologies and the multiplication of ways through which new generations access information make young people read daily, but the reality is that such practices occur in a scenario that has nothing to do with reading, this term being understood in a conventional way and irremediably linked to the paper format [1,2,3,4]. The importance of reading in education is reflected, for example, in Spain, in article 9.2 of Royal

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