Environment and Social Psychology

Philippine Literary Resources that Appeal to Gen Z Audiences’ Motivation to Read and Learn

Rolly G. Salvaleon

Office of the Vice President for Research and Extension, North Eastern Mindanao State University, Tandag City, Surigao del Sur 8300, Philippines

Maria Lady Sol A. Suazo

Office of the Vice President for Academic Affairs, North Eastern Mindanao State University, Tandag City, Surigao del Sur 8300, Philippines

Abundio C. Miralles

Office of the Vice President for Administration and Finance, North Eastern Mindanao State University, Tandag City, Surigao del Sur 8300, Philippines

Annie Y. Samarca

College of Teacher Education, North Eastern Mindanao State University, Tandag City, Surigao del Sur 8300, Philippines

Jason V. Chavez

School of Business Administration, Zamboanga Peninsula Polytechnic State University, Zamboanga City 7000, Philippines

Liza D. Belandres

Iloilo State University of Fisheries Science and Technology-Dumangas Campus, Dumangas, 5006, Iloilo, Philippines

Sar-Ana M. Abdurasul

College of Humanities, Social Science and Communication, Basilan State College, Isabela City 7300, Basilan, Philippines

Rasmil T. Abdurasul

College of Teacher Education, Sulu State College, Jolo, Sulu7400, Philippines

DOI: https://doi.org/10.59429/esp.v10i10.4181

Keywords: Generation Z; learning engagement; personal development; Philippine literature; reading motivation

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Abstract

Reading motivation significantly shapes how individuals engage with texts, influencing academic achievement, language development, and critical thinking. This study examined how Philippine literary resources influence the reading and learning motivation of Generation Z (Gen Z) students, who are often more immersed in digital and global content than in local literature. Guided by Self-Determination Theory (SDT), the study explored how autonomy, competence, and relatedness are fostered through engagement with culturally grounded narratives. An exploratory qualitative design was used, with seventeen purposively selected Gen Z students participating in semi-structured interviews. Reflexive thematic analysis was employed to interpret their insights and lived experiences. Findings revealed that Philippine classical literature fosters emotional and psychological resonance through relatable characters, cultural values, and timeless themes. Students demonstrated growing autonomy in literary interpretation, competence in dealing with linguistic complexity, and relatedness through shared cultural meaning. They developed greater comprehension, critical awareness, and civic reflection as they connected literary experiences with personal and social realities. While limited by a small and homogenous sample, the study adopts a cautious interpretation of literature’s transformative potential and emphasizes the contextual factors that shape student motivation. Overall, the findings underscore the value of integrating culturally relevant texts and dialogic approaches in instruction to sustain intrinsic reading motivation and holistic learner development.

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