도서 소비자의 인구통계학적 특성별 독서동기에 관한 연구

A Study on Book Reading Motivations Shown in Relation to Purchasers’ SES Characteristics

본 연구 목적은 인구통계학적 특성별 소비자의 독서동기 차이를 규명하는데 있다. 분석결과 인구통계학적 특성별 독서동기가 다르게 나타났다. 먼저 여성이 남성보다 독서를 통해 ‘오락추구’, ‘정서함양’, ‘긴장해소’, ‘자아실현’등의 욕구를 충족하고 ‘습관적 독서욕구’를 더 보유했다. 고연령일수록 ‘정보(지식)추구’, ‘정서함양’, ‘긴장해소’, ‘습관’ 요인에서 두드러진 반면 저연령일수록 ‘오락추구’요인에서 두드러졌다. 고학력자일 수록 ‘정보(지식) 추구’, ‘긴장해소’, ‘습관’ 요인이 뚜렷한 반면, 저학력자 일수록 ‘오락추구’요인에서 두드러졌다. 고소득자일수록 ‘정서함양’, ‘긴장해소’, ‘자아실현’ 등 요인에서 두드러졌다. 학생층은 ‘오락추구’ , 자영업자는 ‘긴장해소’ 및 ‘자아실현’, 주부는 ‘정서함양’ 및 ‘여가활용’ ,‘습관’요인에서 뚜렷했다.

The purpose of this research was to examine book-reading motivations shown in relation to book purchasers’ SES(socio. economic, status) characteristics. The analyses showed that book-reading motivations could vary depending upon book purchasers’ SES variables. First, gender difference was significant. Compare to male buyers, female counterparts were more oriented to such motivations as ‘funseeking’, ‘emotional achievement’, ‘stress release’, and ‘selfrealization’. They were more motivated than male counterparts to the satisfaction of ‘habitual reading desire’. Second, age was critical. The aged buyers had such motivations as ‘information(knowledge) seeking’, ‘emotional achievement’, ‘stress release’ and others. On the other hand, the young buyers showed strong motivations related with ‘funseeking’. Third, eduction was important. People having higher education showed such motivations as ‘information(knowledge) seeking’, ‘stress release’, and ‘habitual reading desire’. Compared to them, people having lower education showed strong motivations related with ‘funseeking’. Fourth, income level was important variable. People with higher income had such motivations as ‘emotional achievement’, ‘stress release’, and ‘selfrealization’. Finally, occupation was influential. students had strong motivations related with ‘funseeking’. Small business owners showed such motivations as ‘stress release’, ‘selfrealization’ and others. On the other hand, house keepers were related with such motivations as ‘emotional achievement’, ‘leisure activities’ and ‘habitual reading desire’.