The Correlation Between Eighth-Grade Students’ Metacognitive Reading Awareness, Reading Intrinsic Motivation, and Reading Habits

Niymet Bahşi, Ayşe Ateş

Abstract


Reading, which improves language and mental skills, is the most effective way to reach information from the past to the present. The study tried to determine the relationship between the metacognitive reading awareness, reading intrinsic motivations, and reading motivations of eighth-grade students. The study group consists of 132 eighth-grade students in a secondary school in the Battalgazi district of Malatya province—the research design is a relational screening model. The metacognitive reading awareness scale,” “Intrinsic Reading Motivation Scale,” and “Book Reading Habit Scale” were used as data collection tools. As a result of the analyses, the students got moderate scores from the metacognitive reading awareness, intrinsic motivation, and book reading habit scales. Moreover, no notable difference was found in students’ metacognitive reading strategies, reading motivations, and reading habits according to gender. The study suggests no significant link exists between “metacognitive reading awareness” and “intrinsic motivation to read,” based on the correlation analysis conducted on the three scales. Nonetheless, there were exceptionally high positive correlations among the sub-dimensions of the scales.

Keywords


Metacognitive Reading Awareness, Reading Intrinsic Motivation, Reading Habits, Literacy

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References


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DOI: https://doi.org/10.7575/aiac.ijels.v.12n.2p.12

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