Abstract
In the current study the Metacognitive Awareness of Reading Strategies Inventory was adapted to the Greek secondary student population and the instrument’s psychometric properties were examined. The inventory was administered to a sample of 632 students, aged 12 - 24, attending all secondary levels, from 68 schools in various urban, semi-urban and rural regions. Exploratory factor analysis was performed. A new factorial structure with only two factors (MARSI-2fGR) emerged. The new structure comprises 26 items divided between the textor subscale, for text-oriented reading strategies, and the textout subscale, for extratextual reading strategies. These two factors were discussed in relation to students’ reading habits associated with the Greek national curriculum. The results shed new light on the way that students read academic or school-related material and provide evidence for the utility of the scale as a valid and reliable tool to assess metacognitive awareness of reading strategies.
Highlights
Since the foundational work of Flavell (1979) and Brown
In the current study the Metacognitive Awareness of Reading Strategies Inventory was adapted to the Greek secondary student population and the instrument’s psychometric properties were examined
The current study aimed at the adaptation and standardization of the Metacognitive Awareness of the Reading Strategies Inventory (MARSI 1.0) as devised by Mokhtari and Reichard (2002) to a sample of the Greek secondary student population and examining the factorial structure and psychometric properties of the adapted instrument
Summary
Since the foundational work of Flavell (1979) and Brown Armbruster, & Baker, 1986) and after long and in-depth research in the field of metacognition (Azevedo, 2020; Efklides, 2008; Flavell, Miller, & Miller, 2002; Kuhn, 2000; Livingston, 1997; Pressley, 2005; Rhodes, 2019; Siegesmund, 2016; Veenman, Van Hout-Wolters, & Afflerbach, 2006), research interest has focused on educational programs aimed at enhancing metacognitive learning strategies (Leu et al, 2008; Siegesmund, 2016; Van Campenhout, 2020). The last phase, which is the self-evaluation of their strategies (Vanderrgrift, 2003), is considered of significant importance to their metacognitive awareness. An objective way of recording and evaluating the metacognitive awareness of students may play an essential role in this last phase. Recent research of strategy instruction is exploring the possibility of qualitative measurements (Pinninti, 2019), the predominantly employed strategy instruction is using quantitative instruments (Bimmel, 2001; Ngo, 2019; Plonsky, 2011; Rubin, Chamot, Harris, & Anderson, 2007)
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