Intergenerational continuity in attitudes toward reading and reading behavior
Abstract Students' reading preferences develop in social contexts, and parents shape such environments. Assuming a process of transmission across generations, we analyzed the role of mothers' attitudes toward reading and reading behavior. A sample of 380 ninth grade students completed a questionnaire to assess their attitudes toward reading (with respect to utility and enjoyment) and to collect details about their extracurricular reading behavior. Mothers were interviewed and asked to provide comparable information about their own reading behavior and attitudes. Results showed substantial positive relations between mothers' and students' attitudes toward reading and reading behavior, although the effects were small in magnitude. Taken together, even when children reach adolescence, socialization effects from parents can be found in the domain of reading.