Investigation of the relationship between metacognition reading strategies and reading motivation and self-efficacy

The main purpose of this study is to determine the relationships between metacognitive reading strategies, reading motivation and self-efficacy of 5th grade middle school students. The study, which was designed according to the relational survey design, was conducted with 674 students in the central districts of Balıkesir province in the 2022-2023 academic year. The Reading Strategies Cognitive Awareness Scale developed by Karatay (2009) was used to measure students' reading strategies cognitive awareness levels, while the Reading Motivation Scale developed into Turkish by Yıldız (2010) was used to determine reading motivation. In determining children's self-efficacy, the Self-Efficacy Scale for Children adapted into Turkish by Başol (2010) was preferred. The data obtained through the questionnaire were subjected to hypothesis tests after descriptive analysis. The statistical results were considered significant at p<0.05 level. According to the results of the analysis, it was determined that reading strategies, metacognitive awareness and reading motivation did not differ according to gender, having a library at home and having difficulty in reading comprehension. However, a significant difference was determined according to income status and daily reading time. Self-efficacy in children differs according to gender, having a bookshelf at home, reading comprehension, income and daily reading time variables. On the other hand, no statistically significant relationship was found between cognitive awareness of reading strategies, reading motivation and self-efficacy levels in children (p>0.05).