Relationship between reading attitudes and habits and metacognitive awareness level of secandary school students

Reading is a complex process that involves physical and mental processes. In order to develop reading habits in individuals, firstly a positive attitude towards reading must be developed. In this respect, it is important for individuals to meet with books from a young age. After developing a positive attitude towards the book, the reading habit will develop over time. The metacognitive awareness also develops in individuals with a reading habit. Because those who have enough reading habits know what they learn and do not learn from their readings. Learning to learn is metacognitive awareness. The purpose of this research is to determine the relationship between the reading attitudes and habits and metacognitive awareness levels of students at secondary school level. For this purpose, a nested mixed order is used in the study. The quantitative dimension is determined by the relational survey model and the qualitative dimension by the phenomenological model. "Reading Attitude and Happiness Scale" developed by Sperling, Howard, Miller and Murphy and "Metacognitive Awareness Scale for Children" (2007) was developed by Karakelle and Saraç. To collect data in the quantitative size of the study "Metacognitive Awareness Scale" developed by Sperling, Howard, Miller and Murphy, adapted to Turkish by Karakelle and Sarac, and "Reading Attitude and Habit Scale" developed by the researchers are used. The data are collected using stratified sampling from 1281 middle school students who are educated in Malatya. While analyzing the data; variables of gender, class level, parents' education status, parents' occupational status, pre-school education status, daily computer use time, daily television watching time, whether the library is in their homes, whether they have a library of their own are used. Analyzes are performed with the help of SPSS program and the findings are interpreted by using the literature. The qualitative dimension of the research is the data obtained after face-to-face interviews with ten Turkish teachers working in Malatya and the analysis of this data. In order to collect the data, semi-structured interview form developed by the researcher are used. In the analysis of the data, descriptive and content analysis methods are used. The findings are also interpreted by the help of the literature. The qualitative data are collected for the purpose of supporting, explaining and embedding quantitative data. After the research, it is seen that there was a significant relationship between reading attitudes and habits and metacognitive awareness levels; at the same time, reading attitude habits and metacognitive awareness of students don't not change according to parental education status and parent profession, and it changed in terms of all other variables. Key words: Reading, attitude, habit, metacognitive awareness