The effect of metacognitive awareness of reading strategies and reading comprehension self-efficacy perception on reading motivation

Abstract

The aim of this study is to determine the impact of fifth grade students' reading strategies, metacognitive awareness, and reading comprehension self-efficacy perceptions on their motivation to read texts, and to determine how these variables predict each other and to what extent their explanation rates are. The research group of the study is identified by simple random sampling method, one of the random sampling methods; the participants are 304 middle school students from a school in a province in northern Türkiye. The collected data is analyzed in accordance with structural equation modelling. In the research, hypothesis models established based on the literature were tested and all models are found to be valid. Five of the twelve hypotheses created regarding the models were supported by the data, and the other seven hypotheses are rejected. In models related to text types, reading strategies have a direct and high impact on metacognitive awareness and self-efficacy perception in reading comprehension in all text types. On the other hand, the direct effect of text types on the effect of metacognitive awareness of reading strategies and self-efficacy perception of reading comprehension on reading motivation is insignificant. As a result of the research, it is determined that metacognitive awareness of reading strategies do not have a direct effect on reading motivation, while the perception of reading comprehension self-efficacy has a direct and high effect on reading motivation.