The Analysis of the Relation between Metacognitive Awareness of Reading Strategies and Critical Thinking Attiude of Pre-Service Classroom Teachers

Autor/inn/en	Dinçer, Beste; Çilek, Güliz
Titel	The Analysis of the Relation between Metacognitive Awareness of Reading Strategies and Critical Thinking Attiude of Pre-Service Classroom Teachers
Quelle	In: International Journal of Progressive Education, 18 (2022) 2, S.49-70 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Dinçer, Beste)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-5210
Schlagwörter	Preservice Teachers; Metacognition; Reading Strategies; Critical Thinking; Gender Differences; Parent Background; Educational Attainment; Thinking Skills; Foreign Countries; College Freshmen; College Seniors; Turkey + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Reading strategy; Leselernstufe; Lesetechnik; Kritisches Denken; Geschlechterkonflikt; Elternhaus; Bildungsabschluss; Bildungsgut; Denkfähigkeit; Ausland; Studienanfänger; College; Colleges; Senior; Hochschule; Fachhochschule; Türkei
Abstract	The study's major goal was to analyze the relation between pre-service classroom teachers' metacognitive awareness of reading practices and critical thinking attitudes. The Metacognitive awareness of reading strategies inventory (MARSI-TR), Critical thinking attitude scale (CTS), and demographics information form were utilized to collect data for the study. A total of 294 pre-service classroom teachers in the first and the fourth grades from two public universities constituted the sample. The results showed that women had both higher metacognitive awareness and critical thinking attitudes than men. As for the mother and father's education level, significant differences were found between sub-dimensions of critical thinking attitude scores of pre-service classroom teachers. All of the correlations among the factors of metacognition and critical thinking attitude showed significant values, the direction of the relationships are all positive where the use of metacognition awareness factor increases with the scores on the factors of critical thinking. Additionally, critical thinking sub-dimensions explain 11% of the change in metacognitive awareness of reading strategies. (As Provided).
Anmerkungen	International Association of Educators. Available from: PEN Academic Publishing. e-mail: secretary@inased.org; e-mail: info@penpublishing.net; Web site: https://inased.org/ijpepi/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01