The Transformative Impact of Recreational Reading on Shaping Academic Purpose: A Study of Pre-UG Students at Asian University for Women (AUW)

Abstract

This study examines the influence of recreational reading on the formation of academic purpose among Pre-Undergraduate (Pre-UG) students at the Asian University for Women (AUW). Recreational reading—defined as voluntary and self-directed engagement with texts for pleasure—has long been associated with intellectual and emotional growth, yet its role in shaping academic purpose remains underexplored, particularly among students from diverse and under-resourced backgrounds. This mixed-methods study investigates how recreational reading influences the academic clarity, motivation, and career aspirations of Pre-Undergraduate (PreUG) students at the Asian University for Women (AUW). Qualitative results demonstrate that reading helped students discover academic interests, enhance writing and communication skills, apply literary themes to coursework, and build emotional resilience. Books served as both intellectual and motivational catalysts, allowing students to reflect on their identities, explore disciplines, and envision purposeful futures. Quantitative data were collected from 57 students through a structured survey and analyzed using descriptive statistics and Chi-Square tests, while qualitative insights were derived from semi-structured interviews with 11 participants and analyzed thematically. The findings reveal a positive relationship between reading frequency and clarity of academic or career goals; students who read daily or several times a week exhibited notably higher levels of goal clarity, intrinsic motivation, and academic exploration compared to infrequent readers. The study concludes that recreational reading functions as a powerful, lowcost strategy for strengthening academic direction and personal development. It recommends that educational institutions, especially those working with linguistically and culturally diverse learners, integrate reading-rich environments and voluntary reading programs to support student motivation, academic identity formation, and holistic well-being