University of Mostar and Institute of Social Sciences Ivo Pilar
Abstract
Cilj je ovoga rada istražiti povezanost osobina ličnosti prema velepetoromu
modelu, ekstraverzije, emocionalne stabilnosti, ugodnosti,
savjesnosti te intelekta, s čitalačkim navikama srednjoškolaca
jedne strukovne srednje škole iz Osijeka te ispitati mogućnost predviđanja
količine čitanja na temelju dimenzija ličnosti, uz kontrolu
utjecaja spola, dobi i školskoga uspjeha. Prikazani rezultati dio
su opsežnijega istraživanja provedenoga u sklopu istraživanja o
predrasudama i stavovima.
Ukupno 103 sudionika, u dobi od 14 do 20 godina, ispunila su
kratki upitnik o navikama čitanja te IPIP 50 inventar ličnosti.
Upitnik o navikama čitanja omogućio nam je uvid u to koliko
sudionici procjenjuju,u usporedbi s drugim učenicima u školi, da
često čitaju knjige, koliko uživaju u čitanju vijesti te koliko uživaju
u čitanju knjiga. Rezultati pokazuju kako postoji umjerena,
ali bitna pozitivna povezanost između procijenjene učestalosti čitanja
knjiga, kao i procjene užitka u čitanju knjiga s dimenzijom
intelekta (r=.347, p<.01te r=.276, p<.05). Preostale dimenzije
ličnosti nisu bitno povezane s navikama čitanja. Nadalje, na temelju
osobina ličnosti, uz kontrolu spola, dobi i školskoga uspjeha,
moguće je predvidjeti oko 20 % varijance količine čitanja, pri
čemu je od dimenzija ličnosti jedini važan prediktor intelekt.The purpose of this research is to investigate the relationship of personality dimension defined by
the Big Five personality model: extraversion, emotional stability, agreeableness, consciousness and
intellect, with reading habits among Croatian high school students from the city of Osijek region.
Furthermore, we wanted to investigate the ability to predict reading quantity based on personality
dimensions, with the contribution of factors such as age, gender and school success. The results
displayed are a part of a larger study on prejudice and attitudes.
A total of 103 participants, aged from 14 to 20 years, filled in a short questionnaire about how
much, compared to other pupils from their school, they read books, enjoy reading news and how
many books they read in a year. Also, they completed a short version of IPIP 50 personality questionnaire.
Results show a significant positive correlation between how much the participants read and how
much they enjoy reading books with the intellect personality dimension (r=.347, p<.01 and
r=.276, p<.05 respectively). Other personality dimensions showed no significant correlations with
reading variables. In hierarchical regression analyses, after controlling for the effect of age, gender
and school success, the Big Five model of personality was able to predict around 20 % of variance
of reading quantity, with the intellect being the only significant predictor
