环境行为理论视角下的图书馆空间促进阅读研究--对50岁以下读者的样本调查  

Research on Library Space Promoting Reading from the Perspective of Environmental Behavior Theory--A Sample Survey of Readers Under Fifty

作　　者：洪芳林 Hong Fanglin(School of Economics and Management,South China Normal University,Guangzhou 510631)

机构地区：[1]华南师范大学经济与管理学院,广州510006

出　　处：《图书情报工作》2021年第5期79-87,共9页Library and Information Service

基　　金：广州市教育科学规划(Cuangzhou education scienifie research project)2020年度课题“环境行为理论视角下的图书馆空间促进阅读研究”(项目编号:202012567);华南师范大学人文社会科学横向项目“图书馆空间设计促进阅读的理论与实践研究”(项目编号:2020074)研究成果之一。

摘　　要：[目的/意义]通过优化和重新配置图书馆空间中利于阅读的要素,可以促进读者的阅读行为。通过分析图书馆物理空间因素与读者阅读行为的关系,为相关研究与实践提供证据和借鉴。[方法/过程]基于环境行为学的相关理论提出图书馆空间促进阅读的命题和研究模型,并通过描述性统计分析、因子分析和回归分析方法研究不同维度的图书馆空间因子对读者阅读行为的影响。[结果/结论]结果表明,图书馆空间设备、空间生理环境、空间设计、空间心理环境、空间活动、空间视觉、空间服务以及空间网络因子对读者阅读行为存在显著的正向促进作用。图书馆应该从制定行为规范、控制不利因素、增强空间规划、强化空间营销等方面提升自身空间促进用户阅读的能力。[Purpose/significance]The reading behavior of readers can be promoted by optimizing and reconfig-uring the elements that are conducive to reading in the library space.Analyzing the relationship between library phys-ical space factors and readers’reading behavior can provide evidence and reference for related research and practice.[Method/process]Based on the relevant theories of environmental behavior,the paper put forward the propositions and research models of library space to promote reading,and through descriptive statistical analysis,factor analysis and regression analysis,empirically studied the impact of different dimensions of library space factors on readers'reading behavior.[Result/conclusion]The results show that library space equipment,space physiological environ-ment,space design,space psychological environment,space activities,space vision,space services,and space net-work factors have a positive effect on readers’reading behavior.Libraries should enhance the library's ability to pro-mote reading in termns of formulating codes of conduct,controlling adverse factors,enhancing space planning,and strengthening space marketing.

关 键 词：图书馆空间 阅读行为 环境行为理论 

分 类 号：G251.5[文化科学—图书馆学]