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

Autor/inn/en	Esen-Aygün, Hanife; Kizilaslan-Tuncer, Berfu
Titel	Investigation of the Relationship between Reading Habits and Metacognitive Reading Strategies of Prospective Teachers
Quelle	In: International Journal of Psychology and Educational Studies, 8 (2021) 4, S.152-165 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Esen-Aygün, Hanife) ORCID (Kizilaslan-Tuncer, Berfu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-9378
Schlagwörter	Correlation; Reading Habits; Metacognition; Preservice Teachers; Reading Strategies; Preschool Teachers; Elementary School Teachers; Attitude Measures; Student Attitudes; Measures (Individuals); Gender Differences; Teacher Education Programs; Student Characteristics; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Korrelation; Reading habit; Lesegewohnheit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Reading strategy; Leselernstufe; Lesetechnik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Messdaten; Geschlechterkonflikt; Ausland; Türkei
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. (As Provided).
Anmerkungen	International Journal of Psychology and Educational Studies. Sakarya University, Faculty of Education, Department of Educational Sciences, Sakarya, Turkey. e-mail: ijpesjournal@gmail.com; Web site: https://dergipark.org.tr/tr/pub/pes
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01