The relationship between self-regulated learning and metacognitive strategies of reading and problems of learning in second language among bilingual students (Fitting a structural model)

Bilingual students have some problems about learning due to differences between educational and mother language, that self-regulatory and metacognitive strategies can moderate it. The present study was conducted to examine the relationship between self-regulated learning and metacognitive strategies of reading and problems of learning in second language among bilingual students. The research method was descriptive-correlational. A total number of 390 participants were selected randomly. Motivated Strategies for Learning Questionnaire (MSLQ), Metacognitive Awareness of Reading Strategies Inventory (MARSI), and Colorado Learning Difficulties Questionnaire (CLDQ) were utilized to collect the required data. Fitting the structural model showed that there was a negative relationship between self-regulated learning and metacognitive strategies of reading and problems of learning in second language. According to these results, exploration and enhancing of self-regulated learning and metacognitive strategies could help bilingual students to solve learning problems and improve academic performance.