{"title":"Digital Social Reading","authors":"Arūnas Šileris","doi":"10.1163/18784712-03104065","DOIUrl":null,"url":null,"abstract":"Abstract This study examines the interplay between the motivational needs of adolescents when engaged in digital social reading (DSR) in school settings and also their digital social reading behaviour, measured by the amount of the primary text read and the intensity of written communication. The study shows that in a digital social reading situation the basic human needs of autonomy, competence, and relatedness are represented proportionally, without any one need gaining a greater prominence. Although students working under different motivational conditions read similar amounts of the primary text, the intensity of written communication varied significantly depending on the text. We attribute this difference to story world absorption. Stories with a higher story world absorption rating elicited twice as much written communication than less absorbing stories. The implications of these findings are discussed.","PeriodicalId":18064,"journal":{"name":"Logos","volume":null,"pages":null},"PeriodicalIF":0.1000,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Logos","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1163/18784712-03104065","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"N/A","JCRName":"PHILOSOPHY","Score":null,"Total":0}
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Abstract
Abstract This study examines the interplay between the motivational needs of adolescents when engaged in digital social reading (DSR) in school settings and also their digital social reading behaviour, measured by the amount of the primary text read and the intensity of written communication. The study shows that in a digital social reading situation the basic human needs of autonomy, competence, and relatedness are represented proportionally, without any one need gaining a greater prominence. Although students working under different motivational conditions read similar amounts of the primary text, the intensity of written communication varied significantly depending on the text. We attribute this difference to story world absorption. Stories with a higher story world absorption rating elicited twice as much written communication than less absorbing stories. The implications of these findings are discussed.
期刊介绍：
Founded in 1991, Logos is a leading Russian-language bimestrial journal on philosophy, social and human sciences and cultural studies distributed among philosophers, scholars, most important libraries in Russia and abroad. Our issues include works by (and analyses of) many of the major figures in classical and contemporary thought, including E. Husserl, M. Heidegger, L. Wittgenstein, H.‑G. Gadamer, L. Binswanger, H. Arendt, K. Schmitt, I. Wallerstein, F. Jameson, J. Derrida, S. Zizek, Q. Maillassouxetc. Logos publishes pathbreaking work on a variety of traditional and «cutting-edge» topics (democracy, Plato, Spinoza, phenomenology, but also Queer Theory, Speculative Realism, Game Studies and so forth). It is heavily cited in the general philosophical literature all over the country.
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