Adolescents’ Reading Habits, Critical Reading Self-Efficacy, and Emotion Regulation Skills: A Correlational Study
Reading Psychology, cilt.47, sa.4, ss.624-641, 2026 (ESCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 47 Sayı: 4
- Basım Tarihi: 2026
- Doi Numarası: 10.1080/02702711.2025.2566509
- Dergi Adı: Reading Psychology
- Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), MLA - Modern Language Association Database, Psycinfo
- Sayfa Sayıları: ss.624-641
- İstanbul Medipol Üniversitesi Adresli: Evet
Özet
This research investigated the interrelations between adolescents’ reading habits, critical reading self-efficacy, and emotion regulation skills. This correlational study involved 720 adolescents aged 10–14 years. The study used a personal information form, the Secondary School Reading Habits Scale and the Critical Reading Self-Efficacy Scale for Secondary School Students. It was determined that the adolescents had moderate critical reading and emotion regulation skills, and girls’ critical reading and emotion regulation skills were higher than boys’. The reading habit was prevalent among younger adolescents who were in lower classes and loved reading. Adolescents who read books daily had better critical reading skills, self-efficacy, and emotion regulation skills than those who did not. A significant, strong correlation existed between reading habits and critical reading self-efficacy in adolescents. Similarly, there was a significant, positive correlation between reading habits and emotion regulation skills. Reading improves critical reading self-efficacy, contributing to emotion regulation skills.