Open AccessInvestigation of the Relationship between Reading Habits and Metacognitive Reading Strategies of Prospective Teachers
Author(s) -
Hanife Esen Aygün,
Berfu Kızılaslan Tunçer
Publication year - 2021
Publication title -
international journal of psychology and educational studies
Language(s) - English
Resource type - Journals
ISSN - 2148-9378
DOI - 10.52380/ijpes.2021.8.4.191
Subject(s) - metacognition , reading (process) , psychology , prospective cohort study , scale (ratio) , developmental psychology , mathematics education , cognition , medicine , linguistics , philosophy , physics , surgery , quantum mechanics , neuroscience
The purpose of this study is to investigate the relationship between prospective teachers’ metacognitive reading strategies and their reading habits. The study was designed in correlation model. The sample of the study was determined by simple random sampling. The sample of the study consists of 506 prospective teachers out of which 255 are on Primary Education and 249 are on Preschool Education. In the research, Book Reading Habit Attitude Scale and Metacognitive Reading Strategies Scale were used as data collection tools. While there is no significant difference in the reading habits of the prospective teachers, there is a significant difference in the use of metacognitive strategies in favor of the female prospective teachers. The reading habits of prospective teachers and the extent to which they use metacognitive reading strategies do not differ by department and grade level. In addition, it was found that there was a moderately significant relationship between prospective teachers' use of metacognitive reading strategies and the level of reading habits.