Investigation the Relationship between Metacognitive Awareness of Reading Strategies and Self-Efficacy Perception in Reading Comprehension in Mother-tongue: Sample of 8th Graders

Abstract

This study aims to identify the effect of metacognitive awareness of reading strategies on self-efficacy perception in reading comprehension of secondary school students and whether self-efficacy perception in reading comprehension of secondary school students differs according to the variables such as their gender and reading habits. In this correlational survey model study, data were collected from the sample of 380 students of 8th grade by using 'Metacognitive Awareness of Reading Strategies Inventory' developed by Mokhtari and Reichard and translated into Turkish by Ozturk; and 'Self-Efficacy Scale in Reading Comprehension' developed by Epcacan and Demirel were used. The data gathered were evaluated statistically by multivariate analysis of variance (MANOVA) with the help of the SPSS program. As the results of the study, Reading Visual Comprehension, Selfregulation in Reading and Reading Self-confidence subscale scores of self-efficacy perception in reading comprehension, were found to be statistically and significantly larger in the groups that have a tendency to finish books that they start. Moreover, Reading Visual Comprehension, Self-regulation in Reading and Reading Self-confidence subscale scores of self-efficacy perception in reading comprehension, were found to be statistically and significantly larger in the groups that have advanced level of reading habi ts. Additionally, RSC, SRR and RVC subscale scores of self-efficacy perception in reading comprehension, were found to be significantly different in favor of female participants. General Reading Strategies, Problem Solving Strategies and Supporting Reading Strategies subscales of metacognitive awareness of reading strategies have a positive effect on Reading Visual Comprehension, Self-regulation in Reading and Reading Self-confidence scores of the participants. In other words, metacognitive awareness of reading strategies contributes to self-efficacy perception in reading comprehension of eighth-grade students.

Consolidated Reading Strategies Used in Comprehending Text from Various Studies: A Systematic Literature Review

“…In connection, Muhid et al (2020) and Thongwichit and Buripakdi (2021) had proven that metacognitive strategies have shown usefulness in reading comprehension, to the extent that they show self-knowledge, which means that they know how to choose what reading strategies are helpful in their reading (Bagci & Unveren, 2020). Öztürk and Aydogmus (2021) further explained that these metacognitive strategies are not only used while reading but even employ before and after reading, considering that it is a process of comprehension.…”

“…Simply put, metacognition is thinking about thinking (Zhang & Zheng, 2020;Bagci & Unveren, 2020) and learning (Safia & Ghania, 2020). Safia and Shania (2020) emphasized that metacognition takes part while there are reading comprehension matters.…”

“…Also, it refers to the awareness and understanding of the cognitive processes (Zhang & Zheng, 2020). In support, Bagci and Unveren (2020) said in detail that metacognition refers to learners' skill in self-regulating becoming conscious of the learning styles and processes, leading them to evaluate efficiently the text they read. Students always consider the content in the reading process.…”

Incorporating reading strategies for EFL undergraduate learners in Saudi Arabia: A think-aloud study

“…The studies of reading strategies spread over many dimensions ( Al-Mekhlafi, 2018 ; Bagci & Unveren, 2020 ; Deliany & Cahyono, 2020 ; Deliany & Cahyono, 2020 ; Suraprajit, 2019 ; Wahyono, 2019 ; Al-Ahdal & Al-Awaid, 2014 ). Wahyono (2019) explored the correlations between reading strategies and reading comprehension while Deliany and Cahyono (2020) investigated EFL students’ use of metacognitive reading strategies.…”

“…Reading strategies have been the focus of many previous studies ( Al-Mekhlafi, 2018 ; Bagci & Unveren, 2020 ; Deliany & Cahyono, 2020 ; Deliany & Cahyono, 2020 ; Suraprajit, 2019 ; Wahyono, 2019 ; Al-Ahdal & Almarshedi, 2022 ). For example, Deliany and Cahyono (2020) studied EFL students’ implementation of metacognitive reading tactics and reported that most students had high metacognitive reading strategies.…”