Description

Other

Survey 

The survey used in this study  consists of a preliminary section with three demographic questions: Gender, grade (age) and country and two subsequent sections. 

The first section was designed to observe the change in reading habits before and during COVID-19. The questions 4, 5, 6, 7, 8 and 9 are mirrored in questions 10, 11, 12, 13, 14 and 15 respectively. The parallel questions maintain uniformity in structure, wording and response options. 

The second section of the survey examined the perceived functions of leisure reading during COVID-19, comprising 16 statements broken into three variables: utility, enjoyment and stress coping. This section of the survey utilised a 5-point Likert Scale. 

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Theoretical framework 

The model of context, coping and adaptation is used as the theoretical framework for this study (Chun et al., 2007; Moos, 2002). This model illustrates the transaction between environmental and personal systems and their joint influences on transitory conditions, cognitive appraisal and coping skills, factors that all together affect an individual's well-being (see Figure 2). (Please insert the figure near here. NOTE: The inclusion of this figure is optional, it is now offered as for clarity).

The environmental system consists of social climate, such as school work, and family. The personal system, on the other hand, focuses on individual characteristics, resources, cognitive abilities and self-confidence in managing stress. Transitory conditions, COVID-19 in this context, refer to life events that change the daily dynamics and have a significant impact on an individual's life. Cognitive appraisal demonstrates the individual's perception of the stressor and appraisal influences the employed coping strategies (Chun et al., 2007). 

The applied model incorporates culture as a wider context for understanding stress and coping. Unlike the environmental system, culture is viewed as a macro-social and ecological system that influences the entire stress and coping process. The bi-directional arrows in the model highlight the reciprocal influence between these various components.

Abstract

Abstract 

Despite its biological basis, COVID-19 impacted political, economic and societal structures worldwide, resulting in changes at both collective and individual levels. A growing body of research examines the shifts in reading habits during lockdowns within diverse contexts. While findings may vary or contradict, these differences highlight that reading habits are shaped by cultural and environmental factors, including pandemic-related policies. This study builds on previous research, in which Finnish and Georgian students reported long school days, mandatory readings, the need for personal time and social preferences as the major impediments to leisure reading. The pandemic created a unique opportunity to reassess these factors and observe the change, as many of these impediments were removed. Using a quantitative approach, this study examines changes in reading habits—such as frequency, format, and content —and assesses the perceived role of reading as a stress-coping strategy. The results showed an increase in reading time regardless of the country; differences and changes in reading formats and content are observed before and during the pandemic between and within countries. When measuring the perceived function of reading, Finnish students were more likely than their Georgian peers to view reading as a useful, enjoyable and effective tool to manage stress. These findings suggest a need for future studies to measure the sustainability of these changes. Additionally, they underscore the importance for educators and parents to promote reading as a source of emotional well-being. Policymakers, too, should consider the effects of restrictive policies on reading habits, especially during times of quarantine or social isolation.

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Funding 

The whole cycle of research preparation, including data collection were financially supported by Oscar Öflund Foundation and Strategic Council for Research (ÅAU) .