An analysis of secondary school students' achievement goal orientations and metacognitive awareness of reading strategies

Canan Koç,Aysel Arslan

doi:10.14527/pegegog.2015.027

Abstract

This study aims at analyzing secondary school students' achievement goal orientations and metacognitive awareness of reading strategies in terms of such variables as their school class, gender and the educational background of their parents and learning the correlation between their achievement goal orientations and metacognitive awareness of reading strategies. A relational screening model was used to conduct the research. A total of 618 students attending three different secondary schools in central Sivas participated in the study. The research data was collected using the Achievement Goal Orientations Scale and Metacognitive Awareness Inventory of Reading Strategies. The arithmetic average, standard deviation, Mann-Whitney U Test, Kruskal-Wallis Test and Spearman-Brown correlation coefficient were used in the course of analyzing the survey data. The research results showed that the students' achievement goal orientations and metacognitive awareness of reading strategies differ significantly in terms of their class and gender. In terms of the educational background of their parents, no difference was found out in the sub-dimension of metacognitive awareness of reading strategies, while a difference was seen in the sub- dimension of their achievement goal orientations.

Highlights

This study aims at analyzing secondary school students’ achievement goal orientations and metacognitive awareness of reading strategies in terms of such variables as their school class, gender and the educational background of their parents and learning the correlation between their achievement goal orientations and metacognitive awareness of reading strategies
It was found that significant differences existed between the learning orientation scores of 5th and 6th, 5th and 7th, and 5th and 8th graders, and between the performance avoidance orientation scores of 5th and 6th, 5th and 7th, 5th and 8th, 6th and 7th, and 7th and 8th graders
It was found that the variation resulted from differences between the students whose mothers were primary school graduates and those whose mothers were college graduates

Summary

Introduction

This study aims at analyzing secondary school students’ achievement goal orientations and metacognitive awareness of reading strategies in terms of such variables as their school class, gender and the educational background of their parents and learning the correlation between their achievement goal orientations and metacognitive awareness of reading strategies. Ortaokul öğrencilerinin sınıf düzeyine göre başarı yönelimleri arasında manidar bir fark olup olmadığı Kruskal Wallis Testi ile test edilmiş ve sonuçları Tablo 2’de gösterilmiştir. Ortaokul öğrencilerinin başarı yönelimleri öğrenme yönelimi (X2=24.663; p

Objectives

Results

Conclusion