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Motivating book reading during adolescence: qualitative insights from adolescents

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Webber, Charlotte, Wilkinson, Katherine, Duncan, Lynne G., McGeown, Sarah·2025·Educational Research
DOI 10.1080/00131881.2024.2445618
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Abstract

Background Research demonstrates a wide range of benefits associated with reading books, from academic and cognitive to social and emotional. Reading motivation has been shown to drive the volitional reading of books; however, international research consistently demonstrates a global decline in reading motivation from childhood to adolescence. As a result, there is considerable research, policy and practice interest in understanding how to increase adolescents’ volitional reading. To date, very little research has centred on adolescents’ views within this exploration.Purpose Through collaboration with a Young People’s Advisory Panel (YPAP) of young people aged 13–15, and a national literacy organisation, this study sought to identify adolescents’ views on factors which would increase their volitional book reading. Research questions were: (1) What factors do adolescents perceive as their reasons for reading or not reading? and (2) How can we inspire and sustain book reading motivation and engagement in adolescence?Methods Working with six members of the YPAP, adult- and peer-led semi-structured interviews were carried out with 46 adolescents aged 13–15, 30 of whom were female and 16 male, from six geographically dispersed high schools in Scotland, United Kingdom (UK). Data were analysed using an inductive data-driven thematic process, with findings interpreted in collaboration with the YPAP.Findings Factors which adolescents reported would motivate volitional book reading included (1) Access to quality books aligned with their interests; (2) Knowledge and skills to choose books aligned with their interests; (3) Autonomy over reading choices; (4) Reading promotion messaging which resonated with them and their ways of communicating; (5) Social reading practices which were personally enjoyable, meaningful, and enriching; and (6) Quality space and time to foster and sustain book reading practices.Conclusions This study extends current understanding of the factors that could motivate adolescents’ volitional reading. It offers researchers, policymakers, and educators novel insights into adolescents’ perspectives, which may support continued efforts to increase adolescents’ reading motivation and engagement.

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  • For adolescents to achieve these benefits from books, they need to have reading experiences in which they feel deeply engaged (both cognitively and affectively) in what they read, and which align with their own personal goals for reading.

    “However, for adolescents to achieve these benefits from books, they need to have reading experiences in which they feel deeply engaged (both cognitively and affectively) in what they read, and which align with their own personal goals for reading (Webber et al., 2025).”

    From How Does Reading Fiction Support Adolescents’ Wellbeing? A Qualitative Study Examining Positive Affect, Connection and Personal Growth (2025) · cites this paper as Webber et al., 2025

    The Introduction and Conclusion (pages unavailable) connect adolescents’ volitional book reading with its benefits, while the Access and Relatable messaging sections emphasize books suited to adolescents’ interests and differing goals for reading. The paper does not establish that deeply cognitive and affective engagement, together with alignment to personal goals, is necessary for adolescents to obtain those benefits. (LLM, conf=0.86)

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  • Adolescent readers' motivations vary considerably.

    “adolescent readers ' motivations vary considerably (Webber et al., 2025)”

    From Reading and Empathy: Qualitative insights into adolescents' experiences with fiction books (2025) · cites this paper as Webber et al., 2025

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Cited by

Sorted by citations

Authors
Webber, C., Wilkinson, K., Duncan, L. G., & McGeown, S.
Affiliations
  • University of Edinburgh (GB)
  • Scottish Book Trust
  • University of Dundee (GB)
Corresponding author
McGeown, Sarah
ORCID
Venue
Educational Research
Publisher
Informa UK Limited
Published
2025-01-02
Volume
67
Issue
1
Pages
79-97
ISSN
  • 0013-1881 (ISSN-L)
  • 1469-5847
DOI
10.1080/00131881.2024.2445618
OpenAlex
W4406430747
Cited by
9
References
9
Citations by year
2026: 5 · 2025: 4
FWCI
28.13
Type
journal article
Language
en
Open access
Licence
Locations
  • Educational Research (publishedVersion, cc-by)
  • Discovery Research Portal (University of Dundee) (submittedVersion, cc-by)
  • Strathprints: The University of Strathclyde institutional repository (University of Strathclyde) (submittedVersion)
  • Edinburgh Research Explorer (University of Edinburgh) (submittedVersion, cc-by)
Funders
  • Economic and Social Research Council (ES/P000681/1)
  • Scottish Graduate School of Social Science
Topics
  • Social Sciences › Education › Literacy and Educational Practices
  • Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
  • Physical Sciences › Computer Science › Information Systems › Educational Methods and Media Use
Keywords
reading motivation, reading books, adolescents, reading promotion, reading engagement, youth perspectives, reading autonomy

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