FROM READING INTEREST TO AUTONOMY: HOW LIBRARY ENVIRONMENTS SUPPORT SELF-DIRECTED LEARNING
DOI:
https://doi.org/10.17770/eid2025.2.93Keywords:
library visits, reading habits, reading interest, school library, self-directed learning, student autonomyAbstract
Students’ interest and enjoyment of reading is not always directly associated with self-directed learning. This study explores the relationship between students’ interest in reading, their habits of visiting the school library, and the development of self-directed learning skills. A survey was conducted among 292 students from 5th to 9th grade at one Secondary school of Liepaja (Latvia) in September 2024. The questionnaire included statements rated on a five-point Likert scale and questions about reading and library use. Data were analyzed using descriptive statistics and Spearman’s rank correlation. The findings indicate a statistically significant moderate correlation (rs = .325, p < .001) between reading enjoyment and library visits. Students who enjoy reading tend to use the library more actively, reflecting greater autonomy and initiative in managing their learning process. These results highlight the potential of promoting reading interest and library engagement as effective strategies for fostering self-directed learning skills among students.
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