Examining the relationship between reading strategies metacognitive awareness, reading comprehension self-efficacy, and reading motivation of 4th grade primary school students

In this study, it was aimed to describe reading strategies, reading comprehension self-efficacy and reading motivation of fourth grade primary school students in terms of some variables and to reveal whether they predict each other. In the study, predictive correlational research design, one of the correlational research types, which is one of the quantitative research methods, was used. The sample of the study consists of 425 fourth grade students in Gaziantep province. Reading Strategies Metacognitive Awareness Inventory, Reading Motivation Scale, Self-Efficacy Perception Scale for Reading Comprehension were used as data collection tools in the study. In the application process; the scales were applied face-to-face to the students by the researcher. Mean, standard deviation, minimum and maximum values, independent sample t-test, one-way analysis of variance, regression analysis and multiple regression analysis were used to analyse the data. As a result of the research; there was no significant difference in the scores of the students from the reading strategies metacognitive awareness scale. It was determined that students' reading comprehension self-efficacy levels and reading motivation were high. When analysed in terms of gender, it was seen that female students had higher scores than male students in the results of all scales. When the income level was analysed, no difference was found between the students. It was revealed that students' metacognitive awareness of reading strategies determined reading motivation positively. Finally, it was concluded that metacognitive awareness of reading strategies and reading comprehension self-efficacy significantly predicted reading motivation of primary school 4th grade students.