What are the reading habits of adolescents, their reading motivation and the amount of material read?

V naslovu \u27Koliko, kaj, kako in zakaj berejo mladi\u27 so raziskovalna vprašanja, katerih odgovori zajamejo bralne navade mladostnikov in predstavljajo cilj raziskave. V nalogi so podrobno opredeljeni pojmi mladinska in nemladinska literatura, mladostnik in otrok, s katerimi dobimo osnovne informacije, ki jih rabimo za razumevanje nadaljnjih dognanj. Sistematično so obdelana področja morfologije literarnega dela ter mediji, ki so lahko nosilci literarne vsebine. Z osvojenimi izhodišči, je naloga usmerjena k proučevanju raziskovalnih vprašanj in postavitvi hipotez, ki so oblikovana na podlagi poznavanja ciljne skupine. Hipoteze narekujejo predvidevanja o količini prebranih literarnih del, preferenci ter razlogih za branje, vse skupaj pa so zasnovane s poudarkom na obravnavanima starostnima skupinama ter iskanju njunih podobnosti in razlik. Za raziskavo je bil uporabljen anketni vprašalnik z vzorcem učencev 4. in 8. razreda osnovne šole. Rezultati prikazujejo večinsko preferenco branja četrtošolcev. Ti preberejo več kot osmošolci, pri tem pa se največkrat odločijo za branje pripovednih del ter stripov, osmošolci pa večkrat posežejo pa fantastičnih in trivialnih delih. Obojim branje v večini pomeni hkrati zanimivost in učenje, glavno motivacijo pa jim dajeta obveznost v šoli in lastni interes. Slednjega je pri osmošolcih manj. Med elektronskimi mediji sta za namene branja obojim najljubša televizija in računalnik, vendar se v splošnem večina raje poslužuje tiskanih medijev.Answers to the questions, mentioned in the title of this research paper (\u27What are the reading habits of adolescents, their reading motivation and the amount of material read?\u27) capture the reading habits of young adults and represent the very aim of this research. The paper defines in detail the terms young adult, adult fiction, adolescents, and children. These explanations help readers obtain basic information that is crucial to understand further findings. The thesis methodically processes the area of morphology of literary works and touches on the topic of mediums that can be carriers of literary content. With the acquired starting points, the paper focuses on studying research questions and forming hypotheses that are based on the answers given by the two target groups. The hypotheses dictate assumptions about the amount of literary works read, preferences and reasons for reading. The assumptions are based on the ages of people participating in the survey and consequently on the similarities and differences between their age groups. A survey questionnaire with a sample of 4th and 8th grade primary school students was used for the research. The results show that the fourth graders read more than the eighth graders. The former most often choose to read narrative works, alongside with comics, while eighth graders often resort to fantasy and trivial literature. Both groups see reading as an interesting activity as well as a mode of learning. Their two main motivations for reading are school obligations and self-interest, but the latter is less common with eighth graders. Among electronic media, television and computer are both favourites for reading, but in general, most prefer to use print media