Motivation and Purpose
When people have a clear understanding of diseases, they can take preventive measures in advance to protect their health. However, COVID-19 spread across the globe at an unprecedented speed, making it difficult to implement preventive actions, which resulted in significant physical and psychological impacts on individuals. The daily news continuously reported a high number of infections, leading to fear of being the next to get infected and a growing sense of distrust in the world. Additionally, the shift to online learning in schools and remote work significantly reduced social interactions. Without sufficient psychological support in their daily lives, many people felt lonely and isolated from society. University students, in particular, faced additional uncertainty regarding job prospects after graduation, which intensified their anxiety and left them feeling lost about their future. Therefore, this study aims to explore the impact of reading inspirational literature during the pandemic on university students’ self-efficacy and self-actualization.
Literature Review
Inspirational literature stimulates individuals to reinterpret life; as Frankl (1966) suggested, when people endure hardships, regaining insight into life allows them to discover their own meaning of existence.
The primary purpose of inspirational literature is to motivate and uplift individuals, helping them face life’s challenges, encourage self-motivation, and positively influence others. Regular reading of inspirational literature contributes to self-motivation (Goddard et al., 2004) and enhances an individual’s level and strength of self-efficacy.
Furthermore, according to self-efficacy theory, individuals with higher self-efficacy exhibit greater confidence in their ability to achieve their intended goals (Bandura, 1986a, 1986b; Walberg, 1986). Confidence fosters the full realization of one’s potential, ultimately enabling individuals to achieve self-actualization (Maslow, 1968; Pender et al., 1990).
Methods
This study conducted a survey at four domestic universities and colleges, collecting a total of 439 valid questionnaires (229 males, 210 females). The research scale includes variables such as reading motivation, reading attitude, reading intention, reading behaviours, self-efficacy, and self-actualization. In the data processing procedure, the study employed the structural equation modelling (SEM) framework to analyse the relationships among the variables (reading motivation, reading attitude, reading intention, reading behaviour, self-efficacy, and self-actualization). Additionally, bootstrapping analysis was used to examine whether self-efficacy plays a mediating role between reading behaviour and self-actualization.
Results
The results of this study indicate that the following seven research hypotheses were all significantly supported: (1) reading motivation is positively correlated with reading attitude, (2) reading motivation is positively correlated with reading intention, (3) reading motivation is positively correlated with self-efficacy, (4) reading attitude is positively correlated with reading intention, (5) reading intention has a positive impact on reading behavior, (6) reading behavior is positively correlated with self-efficacy, and (7) self-efficacy is positively correlated with self-actualization. Furthermore, the mediation effect was analyzed using the bootstrapping method with 2,000 resampling iterations. The results indicate that self-efficacy plays a full mediating role between reading behavior and self-actualization.
Discussion and Recommendations
The research results indicate that during the pandemic, both reading motivation and reading attitude toward inspirational literature had a positive correlation with reading intention among university students in our country. Additionally, reading intention was positively correlated with reading behavior. Furthermore, both reading motivation and reading behavior in inspirational literature showed a positive correlation with self-efficacy. Lastly, the study found that while university students’ reading behavior of inspirational literature did not have a direct effect on self-actualization, it exerted a fully mediating effect through self-efficacy.
These findings highlight that enhancing reading motivation and behavior in inspirational literature can improve self-efficacy, helping students cope with the psychological threats posed by COVID-19 and safeguarding their psychological well-being. This, in turn, allows individuals striving for self-actualization to fully realize their potential, which holds significant importance. Specifically, these findings provide valuable insights for educational institutions in formulating future strategies and policies to promote university students’ psychological well-being.
1. Academic Implications
The analysis of this study found that the overall SEM (Structural Equation Modelling) model demonstrated a good fit. The evaluation results of the six measurement scales used in this study also indicated sufficient reliability and validity. Furthermore, SEM analysis revealed that reading attitude had a positive correlation with reading intention, and reading intention had a positive correlation with reading behaviour. Additionally, the study found that reading motivation was positively correlated with reading attitude, reading intention, and self-efficacy. Moreover, reading behaviour was positively correlated with self-efficacy.
Lastly, the study confirmed that reading behaviour had a positive correlation with self-efficacy, while self-efficacy was positively correlated with self-actualization. Additionally, self-efficacy played a fully mediating role between reading behaviour and self-actualization. These findings collectively indicate a pathway relationship among the Theory of Planned Behaviour, Self-Efficacy Theory, and Maslow’s Hierarchy of Needs. Furthermore, the study provides empirical evidence supporting the theoretical framework in the field of inspirational literature research.
2. Practical Applications
This study found that “reading motivation” and “reading attitude” toward inspirational literature are the key factors in shaping reading intention, while reading intention serves as the primary driving force behind reading behavior. Based on these findings, this study provides practical recommendations for the post-pandemic era: university libraries should expand their collections of inspirational literature. By increasing the number of books (including e-books) and enhancing their quality, students’ reading behavior toward inspirational literature can be promoted.
Among studies on inspirational literature, biographies of great figures are particularly impactful. For instance, the biography of Marie Curie can inspire individuals to pursue scientific research. However, during the reading process, people may notice differences between the same inspirational story and its adaptations in television dramas or films. For libraries and media platforms, determining which version is more appropriate for dissemination– or whether all versions should be presented without distinction– is an important consideration for future practical applications.
In the post-pandemic era, regarding strategies to enhance students’ self-actualization potential, this study suggests that higher education institutions carefully retain online teaching platforms and some online courses that were used during the pandemic. These platforms can be used to quickly and widely share motivational literature, such as “success stories of predecessors” or “inspirational stories,” through mediums like films, e-books, or electronic media, offering more opportunities for reading motivational literature. Furthermore, it is recommended to invite successful individuals from various fields to share real-life cases, using online teaching platforms to present their inspiring stories and success examples.
本站僅提供期刊文獻檢索。
