青少年輕小說閱讀動機與閱讀行為之研究-以新北市為例 - 政大學術集成

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(1)國立政治大學圖書資訊學數位碩士在職專班碩士論文 Master’s Thesis E-learning Master Program of Library and lnformation Studies National Chengchi University. 立. 政治大. ‧ 國. 學. 青少年輕小說閱讀動機與閱讀行為之研究. ‧. -以新北市為例. A Study on Reading Motivations and Reading Behaviors of. y. Nat. n. al. er. io. sit. Light Novel for Adolescents：The Example of New Taipei City. Ch. engchi. i n U. v. 指導教授：林巧敏博士 Advisor：Dr. Chiao-Min Lin. 研究生：葉一蕾. 撰. Author： Yi-Lei Yeh. 中華民國一○五年七月 July, 2016.

(2) 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. i n U. v.

(3) 謝辭首先衷心感謝指導教授林巧敏博士的耐心指導與鼓勵；從一開始論文題目的選定及後續研究方向與探討，包括研究方法與問卷設計，老師總是我最明亮的燈塔，除了提點我輕忽的地方外，卻也提供我自己發展的空間，給我精闢的建議與指導。每當我驚慌失措地向老師求救時，老師總是溫柔耐心地引導我釐清迷思，重新冷靜地審視問題的核心，使本論文才得以完成。另承蒙計畫書及論文之口試委員陳志銘老師、彭于萍老師及邱銘心老師的指導，在百忙之中，撥冗檢視論文內容，提供許多非常寶貴的修正建議與指導，讓本論文結構及內涵更加完整，謹致以最深的感謝與敬意。同時要感謝政大圖資專班可愛的同學們，如果沒有你們的扶持與鼓勵所提供的溫暖力量，我極有可能早就因為無法身兼多職而選擇半途而廢，尤其是同組的夥伴嘉雲、宗霖、偉翔，幸而有你們的鼎力相助及包容，一起合作完成眾多的報告與作業，在 2 年內完成所有學分的修讀。除此之外，每在撰寫論文遭遇瓶頸時，經由相互討論及加油打氣，共同渡過無數個難關。另外，特別感謝本研究中協助發放及回收問卷的 12 所國中及高中(職)老師，因為你們熱心的協助，完成了回收近 1200 份問卷這個艱難目標，讓後續的資料分析更加順利。而這段時間常讓我感到愧疚的是永遠在背後支持我的家人，尤其是毫無怨言負擔大部分家事，讓我專心撰寫論文的外子，以及乖巧懂事的二個小女生，即使媽媽無暇照顧你們，你們卻從未讓我操心，反而總是在我心情低落時，說笑話或分享趣味影片來讓我重新振作。二年的碩士班生活，雖然一路跌跌撞撞的，終究來到了終點，回首來時路盡是周圍親師同學的恩典，而本篇論文的完成，更是仰賴周圍許許多多人共同扶持的結果，在此，致上我最深的感謝。. 葉一蕾. 謹誌於政大. 中華民國一○五年七月.

(4) 摘要本研究旨在探討青少年輕小說閱讀動機與閱讀行為，並分析性別、年齡及家庭社經地位等三個背景變項在閱讀動機與閱讀行為的差異情形，以及閱讀動機與閱讀行為之相關性進行探討。為達上述目的，本研究採問卷調查法蒐集資料，所採用之研究工具為研究者自編之「青少年輕小說閱讀動機與閱讀行為問卷」，研究對象為新北市地區國中生及高中生。本研究以分層抽樣及簡單隨機抽樣的方式，共計回收有效問卷1160 份，其中有輕小說閱讀經驗的樣本數共計736份。調查樣本以描述統計、獨立樣. 政治大. 本t 檢定、單因子變異數分析、集群分析與皮爾森卡方檢定等方法進行統計分. 立. 析。. ‧ 國. 學. 透過統計結果，歸納以下結論：：. 一、青少年之輕小說閱讀動機偏高，並以「休閒享受」為主要動機、「社會互動」. ‧. 為次要動機。. y. Nat. 二、青少年容易因同學或朋友推薦而閱讀輕小說，但是老師及家長的引導對輕小. er. io. sit. 說閱讀動機較無影響力。. 三、青少年首愛之輕小說主題為「奇幻冒險」，次為「浪漫戀愛」、「青春校園」。. n. al. Ch. i n U. v. 四、男生比女生具有較強之輕小說閱讀動機，且花更多時間在閱讀輕小說。. engchi. 五、青少年輕小說閱讀動機與閱讀量(包含閱讀頻率、閱讀時間及閱讀數量)之間有明顯正相關存在。根據以上結論，對家長、老師及圖書館提出以下建議：一、讓「閱讀」回歸休閒本質，以娛樂視角看待「輕小說」；二、運用班級輕小說讀書會，藉由同儕共讀將優質輕小說推薦給青少年；三、教師與學校圖書館合作，善用輕小說題材融入相關教學課程；四、公共圖書館之發展性輕小說書目療法，可引導青少年選擇適切之情緒療癒輕小說素材；五、師長應適度關切青少年閱讀輕小說情形。關鍵字：青少年、輕小說、閱讀動機、閱讀行為.

(5) Abstract The study aims to investigate the reading motivations and behaviors of light novel for adolescents , and to analyze the differences between reading motivations and behaviors of light novel for adolescents with different background variables like gender、 age and family socioeconomic status，furthermore , the study explored the relationship between reading motivation and reading behavior of light novel for adolescents. Inorder to achieve the purposes, a questionnaire survey was employed as the major research method.and it applied "The questionnaire of the reading motivations and behaviors of light novel for adolescents" what is arranged by researcher as a research instrument. Under stratified sampling and cluster sampling, the data are collected by questionnaire from 1160 Junior high school students and high school students who study in New Taipei City. Among them, there are 736 valid samples with reading experiences of light novel. The data are analyzed by way of descriptive statistics, independent-sample t test, one-way ANOVA, cluster analysis, Pearson's chi-squared test. Through the statistical results, the conclusion is summarized as followings: 1. Adolescents has high reading motivations of light novel, and "relaxation and enjoyment" as the main motivation, "social interaction" as a secondary motivation. 2. Adolescents will read light novels be affected by the recommendation of friends, but the guide of teachers and parents on reading motivation of light novel are less influential. 3. "Fantasy adventure" is adolescents’ favorite theme of light novel, followed by "romantic love", " youth campus." 4. The reading motivations of light novel for boys are stronger than girls, and the boys also spend more time in reading light novels. 5. It’s obvious positive correlation between the reading motivation and the reading quantity (including reading frequency, reading time and reading quantity) of light novel for adolescents. According to the results of the study, the research brings up specific measures as references for parents, teachers, and library. (1) Let "reading" just be a kind of leisure activities, and the light novel should be regarded as a entertainment. (2) In order to recommend the excellent light novels to adolescents by peer-shared reading, teachers could implement class-reading group of light novels. (3) Teachers may cooperate with the school library, and Using light novels as the teaching material of relevant courses. (4) The services of developmental bibliotherapy with light novel provided by the public library，can guide adolescents how to choose the light novel with efficacy of emotional healing. (5) Teachers and parents should be concerned about adolescents’ reading behavior of light novel appropriately.. 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. i n U. v. Keywords：adolescents, light novel, reading motivations, reading behaviors.

(6) 目第一章. 次. 緒論 ······················································································································. 1. 第一節研究背景及動機·····················································································. 1. 第二節研究目的及問題·····················································································. 3. 第三節研究範圍及限制·····················································································. 4. 第四節名詞解釋····································································································. 5. 第二章. 文獻探討···············································································································. 7. 第一節青少年的心理發展·················································································. 7. 第二節輕小說的發展及特質············································································. 15. 立. 政治大. 28. 第四節青少年的閱讀行為·················································································. 36. ‧ 國. ‧. 第三章. 學. 第三節青少年的閱讀動機·················································································. 47. 第一節研究架構····································································································. 47. y. Nat. 研究設計與實施·································································································. io. sit. 第二節研究對象····································································································. n. al. er. 第三節研究方法及實施······················································································. Ch. i n U. v. 48 51. 第四節研究程序····································································································. 70. 第五節資料處理及分析······················································································. 73. 第四章. engchi. 研究結果分析······································································································. 75. 第一節研究對象人口特徵··················································································. 75. 第二節青少年輕小說閱讀動機分析······························································· 76 第三節青少年輕小說閱讀行為分析······························································· 83 第四節青少年輕小說閱讀動機與閱讀行為相關分析····························· 113 第五節綜合分析與討論·······················································································. i. 125.

(7) 結論與建議········································································································. 146. 第一節結論············································································································. 146. 第二節建議············································································································. 154. 參考文獻 ······························································································································. 160. 中文部分 ·························································································································. 160. 西文部分 ·························································································································. 165. 附錄ㄧ. 「青少年輕小說閱讀動機與閱讀行為問卷」預試問卷···························. 167. 附錄二. 「青少年輕小說閱讀動機與閱讀行為問卷」正式問卷···························. 171. 立. 政治大. 學 ‧. ‧ 國 io. sit. y. Nat. n. al. er. 第五章. Ch. engchi. ii. i n U. v.

(8) 表目次表 2-2-1. 臺灣主要輕小說出版業書系一覽表·························································. 22. 表 2-2-2. 輕小說與一般文學小說差異比較表·························································. 27. 表 2-3-1. e 閱讀動機與內在外在動機概念表······················· 30. 表 2-3-2. 青少年課外閱讀動機之相關研究······························································ 32. 表 2-3-3. 青少年閱讀課外讀物動機一覽表······························································ 35. 表 2-4-1. 影響青少年閱讀因素研究結果一覽表····················································. 40. 表 3-2-1. 研究對象分層抽樣表······················································································. 48. 表 3-2-2. 正式問卷統計表································································································ 50. 表 3-3-1. 職業分類表·········································································································· 53. 表 3-3-2. 53. 表 3-3-3. 治政社經地位等級計算表······················································································ 大立輕小說閱讀動機量表預試問卷構面與題項對照表····························. 表 3-3-4. 閱讀行為構面與題項對照表········································································ 60. 表 3-3-5. 預試問卷填寫情形表······················································································. 表 3-3-6. 輕小說閱讀動機量表預試問卷項目分析結果表································. 表 3-3-7. 輕小說閱讀動機量表預試問卷因素分析結果表································· 65. 表 3-3-8. 閱讀動機輕小說閱讀動機量表新舊向度、題號對照表····················· 68. 表 3-3-9. 修正後輕小說閱讀動機量表各構面向度 Cronbachα係數············· 69. 56. ‧. ‧ 國. 學. 62. Nat. n. al. er. io. sit. y. 63. i n U. v. 表 3-3-10 輕小說閱讀動機量表正式問卷因素分析結果表································· 70. Ch. engchi. 表 3-3-11 輕小說閱讀動機量表正式問卷各構面向度 Cronbach α 係數········· 70 表 4-1-1. 青少年輕小說閱讀經驗次數及百分比分配表······································ 75. 表 4-1-2. 研究對象人口特徵次數及百分比分配表···············································. 表 4-2-1. 青少年輕小說的閱讀動機各構面、向度現況摘要表························· 77. 表 4-2-2. 青少年輕小說的閱讀動機各題項現況摘要表······································ 78. 表 4-2-3. 不同性別青少年輕小說閱讀動機之 t 檢定摘要表···························· 80. 表 4-2-4. 不同年齡青少年輕小說閱讀動機之 t 檢定摘要表···························· 81. 表 4-2-5. 不同家庭社經地位青少年輕小說閱讀動機之單因子變異數分析摘要表·············································································································· 82. 表 4-3-1. 青少年輕小說閱讀頻率次數分配及百分比表······································ 83. 表 4-3-2. 青少年輕小說閱讀時間次數分配及百分比表······································ 84 iii. 76.

(9) 表 4-3-3. 青少年輕小說閱讀冊數次數分配及百分比表······································ 84. 表 4-3-4. 青少年輕小說閱讀地點次數及百分比分配表······································ 85. 表 4-3-5. 青少年輕小說閱讀主題類型次數分配及百分比表····························. 表 4-3-6. 青少年輕小說閱讀媒介次數分配及百分比表······································ 86. 表 4-3-7. 青少年閱讀輕小說電子書次數分配及百分比表································· 87. 表 4-3-8. 青少年輕小說資料來源次數分配及百分比表······································ 87. 表 4-3-9. 不同性別之青少年輕小說閱讀頻率交叉列聯表································· 89. 86. 表 4-3-10 不同性別之青少年輕小說閱讀時間交叉列聯表································· 90 表 4-3-11 不同性別之青少年輕小說閱讀冊數交叉列聯表································· 91 表 4-3-12 不同性別之青少年輕小說閱讀地點交叉列聯表································· 92. 政治大不同性別之青少年輕小說閱讀資料媒介交叉列聯表······················· 立. 表 4-3-13 不同性別之青少年輕小說閱讀主題交叉列聯表································· 94 表 4-3-14. 表 4-3-15 不同性別之青少年輕小說電子書閱讀頻率交叉列聯表··················. 94 95. ‧ 國. 學. 表 4-3-16 不同性別之青少年輕小說資料來源交叉列聯表································· 96 表 4-3-17 不同年齡之青少年輕小說閱讀頻率交叉列聯表································· 97. ‧. 表 4-3-18 不同年齡之青少年輕小說閱讀時間交叉列聯表································· 98. sit. y. Nat. 表 4-3-19 不同年齡之青少年輕小說閱讀冊數交叉列聯表································· 99. io. er. 表 4-3-20 不同年齡之青少年輕小說閱讀地點交叉列聯表································· 100 表 4-3-21 不同年齡之青少年輕小說閱讀主題交叉列聯表································· 101. n. al. Ch. i n U. v. 表 4-3-22 不同年齡之青少年輕小說閱讀資料媒介交叉列聯表·······················. 102. 表 4-3-23 不同年齡之青少年閱讀輕小說電子書頻率交叉列聯表··················. 103. engchi. 表 4-3-24 不同年齡之青少年輕小說資料來源交叉列聯表································· 104 表 4-3-25 不同家庭社經地位之青少年輕小說閱讀頻率交叉列聯表·············. 105. 表 4-3-26 不同家庭社經地位之青少年輕小說閱讀時間交叉列聯表·············. 106. 表 4-3-27 不同家庭社經地位之青少年輕小說閱讀冊數交叉列聯表·············. 107. 表 4-3-28 不同家庭社經地位之青少年輕小說閱讀地點交叉列聯表·············. 108. 表 4-3-29 不同家庭社經地位青少年輕小說閱讀主題交叉列聯表··················. 109. 表 4-3-30 不同家庭社經地位之青少年輕小說閱讀資料媒介交叉列聯表···· 110 表 4-3-31 不同家庭社經地位青少年輕小說電子書閱讀頻率交叉列聯表···· 111 表 4-3-32 不同家庭社經地位青少年輕小說資料來源交叉列聯表·················· iv. 112.

(10) 表 4-4-1. 閱讀動機各組動機向度平均分數及描述性統計表····························. 114. 表 4-4-2. 閱讀動機屬性群組與閱讀頻率交叉列聯表及相關分析··················. 115. 表 4-4-3. 閱讀動機屬性群組與閱讀時間交叉列聯表及相關分析··················. 116. 表 4-4-4. 閱讀動機屬性群組與閱讀冊數交叉列聯表及相關分析(合併前)··························································································································· 117 閱讀動機屬性群組與閱讀冊數交叉列聯表及相關分析(合併後)··························································································································· 118. 表 4-4-5 表 4-4-6. 閱讀動機屬性群組與閱讀地點交叉列聯表及相關分析··················. 表 4-4-7. 閱讀動機屬性群組與輕小說閱讀主題交叉列聯表及相關分 120 析·····························································································································. 表 4-4-8. 閱讀動機屬性群組與閱讀媒介交叉列聯表及相關分析··················. 表 4-4-9. 閱讀動機屬性群組與輕小說電子書閱讀頻率交叉列聯表·············. 119. 121. 表 4-5-1. 每天都閱讀輕小說之青少年背景變項分析··········································. 表 4-5-2. 不同背景變項青少年在輕小說閱讀動機各構面及向度差異情形彙整表·············································································································· 130 不同年齡青少年輕小說「引導誘惑」閱讀動機子向度之 t 檢定摘要表··················································································································· 132. 122 123 124 127. ‧. y. Nat. sit. 表 4-5-3. ‧ 國. 表 4-4-10. 學. 表 4-4-11. 治政大閱讀動機屬性群組與輕小說資料來源交叉列聯表···························· 立閱讀動機屬性群組與有無償取得輕小說資料交叉列聯表·············. 表 4-5-5. 不同性別之青少年輕小說閱讀量層面各組間差異情形彙整········. 表 4-5-7. al. v i n 不同年齡之青少年輕小說閱讀主題類型表摘要表···························· Ch engchi U 不同家庭社經地位青少年輕小說主題前三者次數及百分比表···· n. 表 4-5-6. er. 不同背景變項青少年輕小說閱讀行為各層面差異情形彙整表···· 134. io. 表 4-5-4. 表 4-5-8. 135 138 141. 青少年輕小說閱讀動機群組與閱讀行為各層面差異情形彙整表····························································································································· 142 表 4-5-9 青少年輕小說閱讀動機群組與閱讀量層面獨立性檢定及關聯係數彙整表·········································································································· 143 表 4-5-10 閱讀動機屬性群組與輕小說電子書閱讀極端頻率次數百分比表····························································································································· 144. v.

(11) 圖目次圖 3-1-1. 研究架構圖····································································· 47. 圖 3-4-1. 研究流程圖····································································· 72. 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. vi. i n U. v.

(12) 第一章緒論本章主要敘述本研究之背景及動機，藉此確定研究主題，並且說明欲完成之研究目標。接著，進一步陳述整個研究所含括範圍與限制，最後則是逐一說明與本論文相關重要關鍵詞之明確定義。故本章分成四節，第一節介紹研究背景及動機，第二節研究目的及問題，第三節研究範圍與限制及第四節名詞解釋。. 第一節研究背景及動機會員突破 600 萬人的「博客來網路書城」於 2014 年針對全臺灣 37 所高中職. 政治大愛為動漫輕小說，其次為文學小說及傳記，而青少年最愛的一本書為臺灣角川代立進行「青少年閱讀大調查」，透過 4,500 份有效問卷調查，發現閱讀偏好的類型首. ‧ 國. 學. 理發行之輕小說「刀劍神域」，另最喜愛圖書排行前 5 名中就有 2 本是輕小說(博客來書店，2014)；另國家圖書館 104 年 1 月 28 日之《出版趨勢報告》，紙本圖書類. ‧. 別仍由輕小說獨霸鰲頭(國家圖書館，2015)；此外，每年國際書展中以出版輕小說. sit. y. Nat. 為主之「臺灣角川」、「蓋亞」、「春天」及「尖端」等攤位總被蜂擁而至的人潮擠. io. er. 得水洩不通，其中如為限量套裝組小說更吸引讀者瘋狂排隊搶購，部分絕版書籍在二手市場中之價格翻漲數倍也非罕事。自從 2003 年臺灣國際角川書店股份有限. al. n. v i n Ch 公司（臺灣角川）代理了第一套輕小說《新羅德斯島戰記》 e n g c h i U ，正式將這種挾帶動漫. 元素型態書籍引進臺灣市場(李世淳，2012)，因其偏向口語書寫及豐富的視覺元素，迅速吸引青少年讀者的青睞，在哀鴻遍野的出版產業中成為一枝獨秀的新亮點。「輕小說」（ライトノベル，Light Novel）為日本所發明的名詞，是一類源自日本，以青少年為主要讀者群的新興娛樂性文學作品，就字面上解釋為「可輕鬆閱讀的小說」，寫作上大量採用平常所使用的口語，內容多以青春、校園、科幻、奇幻、推理及戀愛等要素，讓讀者可以輕易閱讀。輕小說另一舉足輕重之要素即封面及內頁採用之動漫風格插畫，其重要性可影響小說之銷售量及其周邊商品(李崇誌、陳昱卿、歐陽倩如，2010)，輕小說除了在日本及臺灣興起勢不可擋之浪潮 1.

(13) 外，在香港、韓國，以及中國大陸，都引起商界及學界多方關注。任何一種文學思潮的興起多半都與其所處的社會環境息息相關，新的時代背景及科技發展一定會對文學界帶來衝擊。裴蕾(2011)探究輕小說潮流興起原因除了作品本身具有迎合青少年關注主題之魅力外，另一重要原因即為日本動漫產業的強大與網路的便捷。日本動漫產業因其深邃歷史背景，在全球動漫界有著不可忽視的領導地位，動漫在日本承載更多的是人文內涵，幾乎成為了所有青少年次文化的載體。此外，網際網路在 21 世紀迅速發展對輕小說更有著推波助瀾的強大作用，讀者透過便捷的網路下載及討論輕小說，實現無疆界的共用。劉芮菁及張芳瑜(2012) 則認為青少年透過分享輕小說文本及心得交流凝聚同儕團體，以滿足其對歸屬感. 政治大. 之需求是造成青少年閱讀輕小說的重要原因。. 立. 近年來推動閱讀成為全民運動，學校、圖書館及家長關注學生閱讀力的培養，. ‧ 國. 學. 尤其青少年時期是發展閱讀理解的黃金時期，「閱讀」不僅可撫慰青少年波濤洶湧的情緒，更是青少年重要獲取資訊及典範之連結管道，大量閱讀更是奠定自我學. ‧. 習能力的基礎。雖然依據博客來 2014「青少年閱讀大調查」超過 4 成學生表示喜. Nat. sit. y. 愛閱讀，並成為紓解課業壓力的方式，然而更多的調查結果顯示實際上青少年閱. n. al. er. io. 讀風氣仍令人擔憂，探究其因，主要由於青少年正值升學壓力繁重階段，並無充. i n U. v. 裕閒暇從事休閒娛樂，再加上多采繽紛的網路世界讓青少年流連忘返，因此，能. Ch. engchi. 用來閱讀課外讀物時間極為有限。有鑒於此，老師及家長多半鼓勵其閱讀有助於學校課業之經典文學及科普書籍或建立積極向上人生觀的勵志傳記小說，但青少年心智發展逐漸成熟，知識的瞭解由兒童期的被動吸收轉為主動的瞭解，對於外界的資訊來源，不再是全盤接受，而是選擇性的吸收。而「輕小說」有別於一般文學性小說，因其故事結構相對簡單鬆散缺乏文化底蘊，以及其爭議題材(如暴力、黑色思想、同性戀愛及異次元空間等)之刻板印象，使輕小說始終被評定為難登大雅之堂之「低俗」讀物，即使在銷售市場上締造亮眼佳績，也常被解讀為讀者素質向下沉淪所致。文學家楊照在「『輕小說』閱讀當道的怪現狀」一文中認為：「『輕小說』的共 2.

(14) 同點，就是都一樣，沒有什麼真正陌生奇特的知識內容，對讀者不構成一點點挑戰。讀『輕小說』的經驗，因而幾近純粹是娛樂式的，不動用思考、不動用感受快速殺掉時間」(楊照，2011)；另有資深出版業者認為，「好的輕小說作品大部份都來自日本，國內輕小說不但故事幼稚，甚至連錯字都很多，青少年心智低齡化與愈來愈差的文字程度令人憂心。」(遠見雜誌，2015)。然而，除了聚焦在輕小說對青少年的負面影響外，也開始出現切莫「以貌取書」的提醒，建議以更開放態度面對輕小說，例如中國時報開卷版主編周月英認為，網路時代，年輕學子接收閱讀各式資訊的管道非常多元，根本無從防堵，大人與其禁止，不如對輕小說有更多的了解。況且，輕小說類型多樣，並非盡皆糟粕，. 政治大. 學校或家長可幫忙挑選好的輕小說作品(遠見雜誌，2015)。. 立. 即使對輕小說的定位有不同的觀點，但其成為青少年閱讀的新寵已為不爭事實。. ‧ 國. 學. 家長、老師及圖書館在面對青少年對輕小說的閱讀需求時，宜應深入了解輕小說在青少年族群在其中扮演了什麼樣的角色? 國內外有關青少年閱讀相關議題之研. ‧. 究成果雖已相當豐碩，大多研究皆認同青少年的背景與閱讀動機及閱讀行為息息. Nat. sit. y. 相關，惟對於輕小說此新興文類與青少年讀者之間展現出什麼樣的對話與互動之. n. al. er. io. 研究仍相當欠缺。而「閱讀」為讀者與文本的結合，因此除了剖析讀者之閱讀動. i n U. v. 機外，另需與其所呈現之閱讀外顯行為統整對照，才可完整描繪出青少年之輕小. Ch. engchi. 說閱讀樣貌，本研究期望透過探究青少年閱讀輕小說之動機及所閱讀的類型、數量和時間頻率等行為特徵，分析歸納出提出具體建議，提供學校、老師及圖書館推動青少年課外閱讀活動之參考。. 第二節研究目的及問題壹、研究目的基於上述研究動機，研究者欲探討時下青少年的輕小說閱讀情形，並採用問卷調查法了解青少年閱讀輕小說的動機與行為表現，及其背景變項與此二者的差異性及關聯性，擬定的研究目的如下： 3.

(15) 一、瞭解青少年閱讀輕小說之動機及閱讀行為現況。二、探討不同背景變項青少年之閱讀動機及閱讀行為差異情形。三、探討青少年輕小說之閱讀動機與閱讀行為之關聯性。四、歸納結論提出具體建議，提供家長、教育機構及圖書館推動青少年課外閱讀活動之參考。. 貳、研究問題本研究欲探討之問題如下：一、青少年閱讀輕小說之閱讀動機現況為何? 二、青少年閱讀輕小說之閱讀行為現況為何?. 政治大. 三、不同背景變項之青少年在輕小說閱讀動機上是否有明顯差異?. 立. 四、不同背景變項之青少年的輕小說閱讀行為是否有明顯差異?. ‧ 國. 學. 五、青少年之輕小說閱讀動機與其閱讀行為是否存在顯著之關聯性?. er. sit. y. ‧. io. 一、研究對象. Nat. 壹、研究範圍. 第三節研究範圍及限制. al. n. v i n Ch 本研究所稱之青少年以就讀國中與高中階段之學生為主，基於研究時間與人 engchi U. 力限制，以就讀新北市地區之國民中學及高中職學校之在籍學生為研究對象母群. 體，且不包含進修學校及特殊教育學校之學生。此外本研究的研究對象尚須具有輕小說閱讀相關經驗，因此研究範圍設定為就讀於新北市地區且具輕小說閱讀經驗之國中與高中學生。爰此，本研究結果在解釋與推論上，僅限於與本研究地區及對象屬性相近者較為適用。二、研究變項本研究旨在探討不同背景變項之青少年在輕小說閱讀動機及行為認知上之差異及其關聯性；但本研究預設變項僅限於問卷所羅列的項目，另研究層面亦僅包 4.

(16) 含閱讀動機及閱讀頻率、閱讀時間、閱讀冊數、閱讀地點、閱讀主題類型、閱讀資料媒介及資料來源等閱讀行為。. 貳、研究推論限制本研究樣本僅以新北市國中及高中職 12 歲至 18 歲學生為研究對象，不具全臺灣青少年現況之代表性，因此不宜推論至其他年齡及地區族群；另本研究係針對青少年閱讀輕小說之動機及行為，若欲推論至閱讀其他類別文本時，宜經過審慎評估。. 第四節名詞解釋壹、青少年. 政治大. 青少年「adolescence」這個字，源自於拉丁語的「adolescere」，原義是成長（grow. 立. up）、生長至成熟（come to maturity）或成長至成熟期（grow into adulthood）（Atwater，. ‧ 國. 學. 1996；轉引自張淑綺，2000），美國「青少年圖書館服務」(Young Adult Library Services Association，YALSA)，界定青少年服務對象為12-18歲時期之使用者；而國內圖書. ‧. 館界在認定青少年讀者的年齡範圍時，亦以12-18 歲最多(王嘉鈴，2001)。故本研. y. Nat. sit. 究所稱之「青少年」為12歲至18歲之群體，若以求學階段來看，即為就讀國中七. n. al. er. io. 年級至高中(職)三年級之學生。. 貳、輕小說. Ch. engchi. i n U. v. 「輕小說」（ライトノベル）是起源於日本動漫文化所形成之新興文學體裁(李崇誌等，2010)，其內容多使用讀者慣用口語書寫，具有輕淺易懂閱讀的特性及大量漫畫風格之插畫，故事主題亦多為青少年關切之青春、校園、科幻、奇幻、推理及戀愛等，因其深受市場歡迎，日本更創造了 “light novel”這個日式英語，而此用語已被世界各地廣泛使用(裴蕾，2011)。為便於研究，歸納文獻後認為輕小說普遍擁有以下特質：一、以青少年讀者為主要對象的娛樂小說。二、以青少年的視角及簡單口語文字來描述故事。 5.

(17) 三、在封面以及內頁中使用漫畫風格之插圖。四、以角色人物為中心創作故事。五、出版社認定為輕小說而出版的小說。. 參、閱讀動機動機(motive)是指引起個體活動，維持已引起的活動，並導使該一活動朝向某一目標的內在歷程（張春興，2007）。由此定義延伸，閱讀動機係指引起個體從事閱讀活動的原因、選擇持續閱讀的理由及引導閱讀活動成就個人目的之內在引導力量。本研究所指之「閱讀動機」，係指青少年對於閱讀輕小說所持的理由及目的，即能夠引起並維持青少年閱讀輕小說，並朝向其閱讀目標進行的內在歷程，也是. 政治大. 激勵導引閱讀輕小說相關行為的心理力量，經歸納相關文獻後將所要探討之閱讀. 立. 動機分為兩個構面，分別為「內在需求動機」構面，指能夠讓青少年滿足需求而. ‧ 國. 學. 從事自發性閱讀活動之動機因素，以及「外在刺激動機」構面，係指青少年受到. ‧. 外在誘因的引導吸引而從事閱讀活動之動機因素，並以此為架構編製「青少年閱. Nat. er. io. 肆、閱讀行為. sit. 高，表示閱讀動機愈高；得分愈低，表示閱讀動機愈低。. y. 讀輕小說動機與行為調查問卷」中之閱讀動機量表，在「閱讀動機量表」得分愈. al. n. v i n Ch 「行為」是個體進行某些活動，並維持活動的外在表現(張春興，1994)，「閱 engchi U. 讀行為」可解釋為個體對內在心理驅動或外在環境刺激所發生的一連串與閱讀相關的外顯活動。一般對閱讀行為的研究，對於內在心理的層面的探討，通常歸屬. 於閱讀動機的範疇，而行為的探究則是以與閱讀相關可測得外顯活動行為為主。然而閱讀行為並無特定面向，本研究著重於探討讀者的閱讀習慣、閱讀態度、閱讀興趣的影響因素與圖書館利用、或是圖書消費行為之間的關係，故本研究從閱讀頻率、閱讀時間、閱讀冊數、閱讀地點、閱讀主題類型、閱讀資料媒介及資料來源等方面來探討閱讀行為。. 6.