Examining the relationship between perceived self-regulation skills, reading attitude, reading anxiety, reading achievement and reading motivation in secondary school

The purpose of this study is to examine the relationship between the self-regulation skills perceived by middle school students and their reading attitudes, reading motivation, reading anxiety, and reading success. In order to achieve the purpose of the study, the relational screening method, one of the quantitative research methods, was used in the data collection, analysis, and interpretation processes. The study was conducted on 416 7th grade students studying in three public schools affiliated with the Ministry of National Education. The study was implemented in the spring semester of the 2023-2024 academic year. The students' reading success was measured with the 'Reading Achievement Test' developed by Taşkın and Sallabaş (2022), their reading attitudes were measured with the 'Reading Attitude Scale' adapted by Çakıroğlu and Palancı (2015), and their reading anxiety was measured with the 'Reading Anxiety Scale' developed by Tekdemir (2019). Students' perceived self-regulation skills were determined with the 'Perceived Self-Regulation Scale' developed by Arslan and Gelişli (2015), and their reading motivation was determined with the 'Reading Motivation Scale' developed by Durmuş (2014). Statistical methods such as structural equation model and bootstrap regression analysis were used in the analysis of research findings. According to the research results, it was determined that students' perceived self-regulation skills reduced reading anxiety, increased reading motivation and attitude, and this indirectly improved reading success. In addition, it was concluded that self-regulation skills directly affected reading success positively, but the effect of reading anxiety, motivation and attitude was more limited.