جستجوی مقالات مرتبط با کلیدواژه « Metacognitive reading strategies » در نشریات گروه « روانشناسی »

The aim of this study was to investigate the mediating role of attitudes toward reading in relation to cognitive strategies, metacognitive reading strategies, parents' attitudes to reading with reading motivation for students with reading difficulties. The research method was descriptive correlational and in particular structural equation model. For this purpose, the statistical population of the study, which included all students (boy and girl) with reading difficulties, fourth and fifth grades of primary school in Aligudarz who were studying in the academic year 2019-20, which was 300 people as a sample. They responded to Wigfield and Guthrie's (1997) reading motivation questionnaires, learning to read survey (international association for the Evaluation Achievement)(2001), McKenna & Kear's (1990) attitudes to reading, Mokhtari, and Richard's (2002) metacognitive awareness strategies, Pintrich & DeGroot (1990) motivated strategies for learning questionnaire. In data analysis, the Structural equation modeling method was used to check the causal model between the research variables. The results showed that Cognitive strategy is directly related to the level of significance (0.001) and parents' attitude to reading is significantly related to the level of significance (0.01) to the motivation to read. The direct relationship between metacognitive reading strategies and reading motivation was not confirmed (0.35). Cognitive strategies are indirectly related to reading motivation through the attitude of reading (0.009). Metacognitive strategies of reading are indirectly related to reading motivation through the attitude of reading (0.001). Also, parents' attitudes to reading are indirectly related to reading motivation through reading attitudes (0.004). The proposed model has a good fit based on the fit indices. The results of this study can provide valuable information about increasing reading motivation.