Correlation of Reading Attitude, Anxiety, Self-efficacy, Metacognition Factors and Their Predictive Power on Reading Comprehension

Authors : Uğur Demircan, İbrahim Seçkin Aydın

Pages : 4516-4550

Doi:10.51460/baebd.1704031

View : 169 | Download : 232

Publication Date : 2025-12-27

Article Type : Research Paper

Abstract :The reading comprehension skill, which is accepted as the basis of academic skills, has been the subject of many studies due to its importance, and various studies have been conducted on which factors affect this skill and to what extent. Contemporary teaching approaches have increased the importance of affective factors such as attitude, anxiety and self-efficacy. At the same time, the rapid change in learning needs has brought metacognitive skills to the forefront. The aim of this study is to determine the relationship between the attitude, anxiety, self-efficacy and metacognition factors, which are accepted to affect reading comprehension skills, and to examine the level to which these factors predict reading comprehension skills through a model. The sample group of the study consists of 386 middle school students at the 7th grade level. In obtaining the data, the attitude towards reading, anxiety, self-efficacy, metacognition scales and the reading comprehension achievement test, whose validity and reliability have been previously proven, were used. Correlation analysis and structural equation model were used in the analysis of the data. According to the findings obtained as a result of the study, it was seen that there was a positive relationship between the variables of attitude, self-efficacy and metacognition, while a negative relationship was seen between these variables and anxiety. While it was observed that reading comprehension skill had a positive relationship with attitude and self-efficacy and a negative relationship with anxiety, no significant relationship was found between reading comprehension skill and metacognition. In the structural equation model created, it was concluded that anxiety and metacognition predicted reading comprehension skill negatively, self-efficacy predicted positively, and attitude did not.
Keywords : okuma becerisi, okuduğunu anlama, tutum, kaygı, öz yeterlik, üstbiliş

ORIGINAL ARTICLE URL