The Associations between Metacognitive Reading Strategies and Critical Reading Self-Efficacy: Mediation of Reading Motivation

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  • Author(s): Bozgun, Kayhan (ORCID Bozgun, Kayhan (ORCID 0000-0001-9239-2547); Can, Fatih (ORCID Can, Fatih (ORCID 0000-0002-9593-2382)
  • Language:
    English
  • Source:
    International Journal on Social and Education Sciences. 2023 5(1):51-65.
  • Publication Date:
    2023
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      International Society for Technology, Education, and Science. ISTES Organization, Monument, CO 80132. e-mail: [email protected]; e-mail: [email protected]; Web site: https://www.ijonses.net/index.php/ijonses
    • Peer Reviewed:
      Y
    • Source:
      16
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Reading Strategies; Metacognition; Self Efficacy; Reading Motivation; Preservice Teachers; Reading Skills; Foreign Countries; Critical Reading; Predictor Variables; Reading Attitudes
    • Subject Terms:
      Turkey
    • ISSN:
      2688-7061
    • Abstract:
      The aim of this study is to test the mediation of reading motivation between preservice teachers' metacognitive reading strategies and critical reading self-efficacy. For this purpose, a sample of 482 preservice teachers studying at the education faculty of a state university located in a city center in the Central Black Sea Region in the spring semester of the 2019-2020 academic year. Participants were determined by convenience sampling method. Self-efficacy Perception Questionnaire about Critical Reading Skills, Metacognitive Reading Strategies Scale and Adult Reading Motivation Inventory were used as data collection tools. In the analysis of the data, mediation analysis was performed with the Pearson Product-Moment correlation analysis using the Jamovi software. In the findings obtained, it was found that there were positive and highly significant relationships between dependent, independent and mediator variables. Metacognitive reading strategies were found to be significant predictors of reading motivation and critical reading self-efficacy. In addition, reading motivation was found to be a significant predictor of critical reading self-efficacy. According to the findings of the mediation analysis carried out as a result of provided these assumptions, it has been revealed that reading motivations have a partial mediating role between preservice teachers' metacognitive reading strategies and critical reading self-efficacy. In conclusion, reading motivation explains some of the relationship between metacognitive and critical reading.
    • Abstract:
      As Provided
    • Publication Date:
      2023
    • Accession Number:
      EJ1379056