Determining of pre-service classroom teachers' metacognitive reading strategies, reading motivations and attitudes towards reading habits: Afyonkarahi̇sar province sample

The aim of this study is investigate preservice teachers reading motivations, metacognitive reading strategies and attitudes towards reading habits. Data were collected from 217 students in Afyon Kocatepe University Faculty of Education during the spring semester of 2016-2017 academic year. The design of the study is correlational survey method. Adult reading motivation scale, metacognitive reading strategies scale and attitude scale related to reading habits were used as data collection tools. Descriptive and predictive statistical methods were used to analyze the data and statistical package program was used for data analysis. Mean and standard deviation values were used to determine metacognitive reading strategies, reading motivations, and the attitudes of reading habits, Pearson correlation analysis method to test the relationship between them, unpaired t test and ANOVA were used to determine their differences according to university student's demographic characteristics. According to the results of the analysis, the participants frequently use metacognitive strategies and their reading motivation and attitudes towards reading habits are high. Moreover, there are positive and meaningful relationships between metacognitive reading strategies, reading motivations and reading habits. On the other hand, metacognitive reading strategies were not changed according to all demographic characteristics, attitudes towards reading habits were not changed according to the graduated high school and class level, and reading motivations were not changed in terms of the graduated high school. Female participants' attitudes towards reading motivations and reading habit is higher than males, and first-year students' reading motivations are lower than the second and third graders'.