SavedAdd your journal

Journals / International Journal of Psychology and Educational Studies / 2021 / Cilt: 8 - Sayı: 4

Investigation of the Relationship Between Reading Habits and Metacognitive Reading Strategies of Prospective Teachers

Hanife ESEN AYGÜN
Berfu KIZILASLAN TUNÇER
Pages
152–165
Publication Date
2021-10-31
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

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.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The purpose of this study is to investigate the relationship between prospective teachers’ metacognitive reading strategies and their reading habits.
📊
Key Findings & Data:The sample of the study consists of 506 prospective teachers out of which 255 are on Primary Education and 249 are on Preschool Education.
💡
Conclusion & Impact: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.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:Reading habits · metacognitive reading strategies · prospective teacher

Abstract

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.

🔖

Cite This Article

AYGÜN, H. E., TUNÇER, B. K. (2021). Investigation of the Relationship Between Reading Habits and Metacognitive Reading Strategies of Prospective Teachers. International Journal of Psychology and Educational Studies, Cilt: 8 - Sayı: 4, 152–165. https://ajindex.com/articles/768101

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (11)

  1. Akbıyık, C., & Seferoğlu, S. S. (2002). Eleştirel düşünme eğilimleri ve akademik başarı. https://s3.amazonaws.com/academia.edu.documents/2387867/Akbiyik-Seferoglu_CUEF-2006_Elestirel-Dusun.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1550138542&Signature=l9I0yDSQBQgkB%2BvkpprwMnKGwJ4%3D&response-content-disposition=inline%3B%20filename%3DElestirel_dusunme_egilimleri_ve_akademik.pdf
  2. Antoniou, F., & Souvignier, E. (2007). Strategy instruction in reading comprehension: An intervention study for students with learning disabilities. Learning Disabilities: A Contemporary Journal, 5(1), 41–57.
  3. Arslan, A. (2013). Okuma becerisi ile ilgili makalelerde cinsiyet değişkeni. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 2(2), 251–265.
  4. Aslantürk, E. (2008). Sınıf öğretmenlerinin ve sınıf öğretmeni adaylarının okuma ilgi ve alışkanlıklarının karşılaştırılması [Master's thesis]. Adnan Menderes Üniversitesi.
  5. Ateş, M. (2008). İlköğretim ikinci kademe öğrencilerinin okuduğunu anlama düzeyleri ile Türkçe dersine karşı tutumları ve akademik başarıları arasındaki ilişki [Doctoral dissertation]. Selçuk Üniversitesi.
  6. Ateş, A. (2013). Üniversite öğrencilerinin okuma stratejileri üstbilişsel farkındalık düzeyleri (İnönü Üniversitesi Örneği). Uluslararası Türkçe Edebiyat Kültür Eğitim (TEKE) Dergisi, 2(4), 258–273.
  7. Baccus, A. A. (2004). Urban fourth and fifth grade teachers’ readıng attitudes and efficacy beliefs: Relationships to reading instruction and to students’ reading attitudes and efficacy beliefs. Degree of Doctor of Philosophy. Batur, Z., Gülveren, H., & Bek, H. (2010). Öğretmen adaylarının okuma alışkanlıkları üzerine bir araştırma: Uşak Eğitim Fakültesi örneği. Uşak Üniversitesi Sosyal Bilimler Dergisi, 2010(5), 32–49.
  8. Baydık, B. (2011). Okuma güçlüğü olan öğrencilerin üstbilişsel okuma stratejilerini kullanımı ve öğretmenlerinin okuduğunu anlama öğretim uygulamalarının incelenmesi. Eğitim ve Bilim, 36(162), 301–319.
  9. Belet, Ş., & Yaşar, Ş. (2007). Öğrenme stratejilerinin okuduğunu anlama ve yazma becerileri ile Türkçe dersine ilişkin tutumlara etkisi. Eğitimde Kuram ve Uygulama, 3(1), 69–86.
  10. Bozpolat, E. (2010). Öğretmen adaylarının okuma alışkanlığına ilişkin tutumlarının değerlendirilmesi (Cumhuriyet Üniversitesi Eğitim Fakültesi örneği). Zeitschrift für die Welt der Türken/Journal of World of Turks, 2(1), 411–428.
  11. Can, R., Türkyilmaz, M., & Karadeniz, A. (2010). Ergenlik dönemi öğrencilerinin okuma alışkanlıkları. Ahi Evran Üniversitesi Kırşehir Eğitim Fakült