Motivation to Read? Reading among the Upper-Class Children in Finland during the 17th and 18th Centuries

In the early modern Finland, the Catechisms were the only literature intended for children. Otherwise, the children from all classes had to read adults’ literature. Finland was a part of Sweden until 1809 and the reading of Swedish literature was possible especially among the upper classes and even the common people in the Swedish-speaking western coast. Three case studies of Finnish upper-class children from the 17th and the 18th centuries tell us about children’s reading habits, attitudes to reading and reading motivation in this situation. Richard M. Ryan’s & Edward L. Deci’s theory of self-determination has been used as a theoretical basis for this study. It highlights the combination of three basic psychological needs as means to motivation: autonomy, competence and relatedness. Autonomy was the most limited during the 17th century and emerged step by step towards the end of the 18th century. Relatedness would depend on circumstances in the family. If the family led an active social life, it would also reflect in the reading habits of the household members. All the children in this research belonged to the upper class, so they could read, and they studied diligently. Therefore, they felt competence. The relatives exhorted them in studying, which still increased their self-confidence. Motivation was mostly external at the beginning, but in some cases it gradually grew towards internal motivation. According to these cases, upper-class girls were freer to read what they liked than boys. Comparing to boys they were less educated, but at the same time they experienced less pressure to make progress in literary reading. If the domestic duties permitted, they would be able to use their free time for reading fiction. Boys had to concentrate on thinking about their future careers and subjects relevant to that.

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The Family Model of Society and Russian National Identity in Sergei N. Glinka's Russian Messenger (1808-1812)

Slavic Review ◽

10.2307/2502051 ◽

1998 ◽

Vol 57 (1) ◽

pp. 28-49 ◽

Cited By ~ 3

Author(s):

Alexander M. Martin

Keyword(s):

Eighteenth Century ◽

National Identity ◽

Human Dignity ◽

Upper Class ◽

Old Regime ◽

Common People ◽

Recent Scholarship ◽

Patriarchal Ideology ◽

The Family ◽

The Common

It was long accepted throughout the European world that a father's authority over his children should be unchallengeable and that the authority of monarchs and noble lords was absolute because they, too, were “fathers” to their subjects. A profound shift in this thinking occurred during the eighteenth century, however, as increasingly critical attitudes toward paternal authoritarianism subverted the patriarchal ideology that undergirded the old regime. Recent scholarship has even linked the outbreak of the American and French Revolutions to these changing beliefs about the nature of the family. These ideas had a powerful impact among Russia's westernized upper class and drove conservatives to search for a less harshly authoritarian justification for the old regime. Much soul-searching went into their attempt to reconcile autocracy and serfdom with the respect for human dignity and the delicate moral sensibilité that were increasingly expected of any cultivated European. Slavophilism, which glorified the common people and emphasized the duties of monarch and nobility, represented one outcome of this quest. The anguished process by which proto-Slavophile beliefs evolved out of the noble culture of the Catherinian age is strikingly apparent in the turbulent biography of the poet, playwright, journalist, and amateur historian Sergei Nikolaevich Glinka.

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Reading habits of secondary school students in Serbia

Zbornik Instituta za pedagoska istrazivanja ◽

10.2298/zipi2001136s ◽

2020 ◽

Vol 52 (1) ◽

pp. 136-180

Author(s):

Jelena Stevanovic ◽

Branislav Randjelovic ◽

Emilija Lazarevic

Keyword(s):

High School ◽

High School Students ◽

Science Fiction ◽

Teaching Practice ◽

Vocational Schools ◽

Reading Habits ◽

School Students ◽

Motivation To Read ◽

Reading Materials ◽

The Family

Reading habits are an essential aspect for creating a functionally literate society and for its positioning at the global level. In this regard, the aim of this paper is to examine quantities and contents that high school students read, including compulsory reading and other books that do not belong to this corpus. We also tried to examine students? opinions about ways that could contribute to their motivation to read books, to consider their reading habits keeping in mind the family context and the use of library services, as well as to determine whether reading books is related to gender, academic achievement, the type of school that the students attend, the class and the education of their parents. Students (N=1378) from high schools and secondary vocational schools from several cities in Serbia participated in the research. A questionnaire was used, constructed for the purposes of this study. The results show that adolescents are reluctant to read reading materials contained in the curriculum. The majority of students read books outside of this corpus, and they most often read comics, science fiction, crime and romance novels. More than one fifth of students do not recognise any way that would motivate them to read books. Since there has been no visible improvement in this area in teaching practice over the last decade, it would be desirable to introduce and affirm optional subjects that would contribute to improving the reading habits of high school students (especially in secondary vocational schools).

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MEMBANGUN KOMUNIKASI INTERPERSONAL ORANG TUA DENGAN ANAK DALAM KELUARGA

Jurnal Pengabdian dan Kewirausahaan ◽

10.30813/jpk.v1i1.1005 ◽

2018 ◽

Vol 1 (1) ◽

Author(s):

Fabianus Fensi

Keyword(s):

Interpersonal Communication ◽

Social Life ◽

Psychological Needs ◽

Communication Model ◽

Message Delivery ◽

Open Communication ◽

Parent Communication ◽

The Family ◽

Role Of Parents

The communication model in the family is part of the interpersonal communication. Here the role of parents can be called as the main communicator in the delivery of communication messages. To achieve the effectiveness of a parent communication certainly has its own way of delivering messages to their children, especially when children face certain problems in their social life. As an effective message delivery standard, this activity suggests three possible patterns of communication skills, including: listening communication; Open communication; and honest communication. Listening communication is a parent-to-child interpersonal communication model, or a form of communication involved, especially in responding to the psychological needs of the child. Open communication is a communication that enables messengers and message recipients to understand what they want to achieve in an ongoing communication. Parents as messengers and children as recipients of the message occupy the same position in the exchange of communication messages they are building. While honest communication is a communication model that is delivered with the aim of fostering self-esteem of children. These three models of communication, apart from being the most important way to find solutions to problems faced by children, as well as a way to counter the tendency of self-egoism of parents. With these communication patterns parents are able to absorb what children expect. And, in this way, children feel understood and appreciated by their parents.<br />Keywords: Interpersonal Communication, Listening, Open, Honest.

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Necesidades psicológicas básicas y motivación en jóvenes jugadores de baloncesto brasileños

Cuadernos de Psicología del Deporte ◽

10.6018/cpd.355121 ◽

2019 ◽

Vol 20 (1) ◽

pp. 25-36

Author(s):

Suelen Vicente Vieira ◽

Lucas Jacob Beuttemmuller ◽

Luciane Cristina Arantes Da Costa ◽

Verónica Gabriela Silva Piovani ◽

Jorge Both

Keyword(s):

Young Athlete ◽

Psychological Needs ◽

Structure Interview ◽

Basic Psychological Needs ◽

Second Phase ◽

Initiation Phase ◽

Demographic Questionnaire ◽

The Family ◽

Semi Structure Interview ◽

Made In

El objetivo del estudio fue comparar las dimensiones que componen los constructos de motivación en el deporte y necesidades psicológicas básicas de atletas de baloncesto que están en la fase de iniciación deportiva. En la primera fase del estudio, que fue cuantitativa, participaron 53 atletas que compitieron en los Juegos Escolares de Paraná (Brasil) – Fase Municipal. En la segunda fase del estudio, cualitativa, participaron de la investigación 12 atletas que integraron la primera fase del estudio, elegidos de forma aleatoria. Para la recolección de datos fueron utilizados: Escala de Motivación para el Deporte, Cuestionario de Necesidades Psicológicas Básicas en el Ejercicio, Cuestionario sociodemográfico y una entrevista semi estructurada. Los resultados demostraron que los atletas jóvenes tenían mayores escores en las dimensiones referentes a las motivaciones intrínsecas, así como, evidenciaron menor satisfacción frente a la dimensión autonomía del constructo de las necesidades psicológicas básicas. Sin embargo, no hubo diferencias en la motivación y las necesidades psicológicas básicas al compararlas con el tiempo de práctica de la modalidad deportiva. Además, se observó que la admiración por la modalidad deportiva, bien como, las relaciones construidas en los entrenamientos y con la familia a través del deporte son factores importantes para la inserción y mantenimiento del joven atleta en el deporte. The aim of the study was to compare the dimensions that integrate the constructs motivation in sport and basic psychological needs of athletes who are in the sport initiation phase at basketball. In the first phase of the study, which was quantitative, participated 53 athletes who took part in the Paraná Scholar Games (Brazil) – Municipal Phase. In the second phase of the study, qualitative, participated of the investigation 12 athletes who integrated the first phase of the study and were choose randomly. Data collection used: the Scale of Motivation for Sport, the Basic Psychological Needs in Exercise Questionnaire, a Socio demographic questionnaire and a semi structure interview. The results showed that young athletes have higher scores in the intrinsic motivation dimension and lower satisfaction in the autonomy dimension of the basic psychological needs construct. However, there was not difference between the motivation and the psychological basic needs when compared with the time of practice in the sport modality. In addition, the study identified that the admiration for the sport modality, the relationships made in trainings and with the family by sport are important factors for the insertion and maintenance of the young athlete in the sport.

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The role of basic psychological needs in bullying victimisation in the family and at school

Journal of Psychologists and Counsellors in Schools ◽

10.1017/jgc.2021.9 ◽

2021 ◽

pp. 1-13

Author(s):

Panagiotis Varsamis ◽

Helias Halios ◽

Georgios Katsanis ◽

Apostolos Papadopoulos

Keyword(s):

Social Context ◽

Psychological Needs ◽

Social Contexts ◽

Basic Psychological Needs ◽

Cross Sectional ◽

School Communities ◽

The Family ◽

Teachers And Parents ◽

Bullying Victimisation

Abstract Bullying continuously attracts the interest of school communities, government policy makers and researchers. The present study enquires into the role of basic psychological needs in perpetrating and victimisation behaviour of children and youth in the social contexts of school and family in a cross-sectional research design. Specifically, this study focuses on the direct effects that basic psychological needs might have on bullying behaviour and bullying victimisation. It was found that basic psychological needs, forged in the relationships with family and school members, could predict bullying victimisation in each social context. Bullying perpetrations could be predicted only by bullying victimisation stemming from each social context, whereas bullying behaviours in school could also be directly predicted by the basic psychological needs developed in the family. Furthermore, path models verified the multiple influences of family functioning on school relationships. Findings of the present study may contribute to designing effective school interventions and to reforming antibullying guidelines for teachers and parents with respect to the basic psychological needs of the children or adolescents who have been victimised.

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Frustration and Violence in Mobile Video Games

Swiss Journal of Psychology ◽

10.1024/1421-0185/a000236 ◽

2020 ◽

Vol 79 (2) ◽

pp. 63-70

Author(s):

Petr Květon ◽

Martin Jelínek

Keyword(s):

Video Games ◽

Video Game ◽

Implicit Association Test ◽

Self Determination Theory ◽

Psychological Needs ◽

Basic Psychological Needs ◽

Self Determination ◽

Mobile Video ◽

Violent Content ◽

Before And After

Abstract. This study tests two competing hypotheses, one based on the general aggression model (GAM), the other on the self-determination theory (SDT). GAM suggests that the crucial factor in video games leading to increased aggressiveness is their violent content; SDT contends that gaming is associated with aggression because of the frustration of basic psychological needs. We used a 2×2 between-subject experimental design with a sample of 128 undergraduates. We assigned each participant randomly to one experimental condition defined by a particular video game, using four mobile video games differing in the degree of violence and in the level of their frustration-invoking gameplay. Aggressiveness was measured using the implicit association test (IAT), administered before and after the playing of a video game. We found no evidence of an association between implicit aggressiveness and violent content or frustrating gameplay.

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