Üst Bilişsel Okuma Stratejileri Bilgisi, Okuma Zevki ve Okur Benlik Algısının PISA 2018 Okuma Başarısına Etkisi: Ülkeler Arası Bir Karşılaştırma

Abstract

Bu çalışma, üst bilişsel okuma stratejileri bilgisi, okur benlik algısı ve okuma zevkinin PISA 2018 okuma performansını nasıl yordadığını ülkeler arası karşılaştırmalı bir bakış açısıyla ele almayı hedeflemektedir. Yordayıcı korelasyonel desenin kullanıldığı bu araştırmada, PISA 2018 verileri kullanılmıştır. PISA 2018 okuma becerileri puanı manidar bir şekilde OECD ortalamasının altında (Türkiye, Bosna Hersek ve Ürdün) ve üstünde olan (Amerika Birleşik Devletleri, Finlandiya ve Japonya) üçer ülke rastgele seçilerek çalışma grubu oluşturulmuştur. PISA 2018 çalışmasına Amerika Birleşik Devletleri 4838, Finlandiya 5649, Japonya 6109, Türkiye 6890, Bosna Hersek 6480 ve Ürdün 8963 öğrenci ile katılmıştır. Araştırmanın verileri çoklu regresyon analizi ile değerlendirilmiştir. Verilerin analizinde IDB Analyzer programı kullanılmıştır. Araştırmanın sonuçları, üst bilişsel okuma stratejileri bilgisi, okur benlik algısı ve okuma zevkinin bütün ülkelerde öğrencilerin okuma performansını yordadığını göstermektedir. Açıklanan toplam varyans oranı Finlandiya için %44, Japonya için %41, Amerika Birleşik Devletleri için %37, Türkiye için %26, Bosna Hersek için %25 ve Ürdün için %19’dur. Türkiye dâhil birçok ülke için güvenirliği değerlendirme stratejisine yönelik üst bilişsel bilgiler regresyon yükü en fazla olan üst bilişsel yordayıcı olmuştur. En anlamlı motivasyonel yordayıcı çoğu ülke için okur yeterlik algısı iken Türkiye için zorluk algısı olmuştur. Araştırmanın sonuçları yordayıcı değişkenlerin etkisinin ülkelerin eğitim sistemlerinden etkilendiğini göstermektedir.

Keywords

• PISA 2018
• okur benlik algısı
• üst bilişsel okuma stratejileri bilgisi
• okuma zevki
• okuma başarısı

The Effects of Metacognitive Reading Strategies Knowledge, Reading Enjoyment and Reader Self-Perception on PISA 2018 Reading Achievement: A Cross-Country Comparison

Abstract

This study examines how metacognitive reading strategy knowledge, reader self-perception, and reading enjoyment predict PISA 2018 reading performance from a cross-country comparative perspective. PISA 2018 data were used in this study in which predictive correlational design was used. Three countries with PISA 2018 reading literacy scores significantly below (Turkey, Bosnia and Herzegovina, and Jordan) and above (United States, Finland, and Japan) the OECD average were randomly selected to form the study group. The United States of America 4838, Finland 5649, Japan 6109, Turkey 6890, Bosnia and Herzegovina 6480 and Jordan 8963 students participated in PISA 2018. The data of the study were analysed by multiple regression analysis. The IEA IDB (International Database Analyzer) software was used to analyzed the data. The results of the study show that knowledge of metacognitive reading strategies, reader self-perception and reading enjoyment predict students' reading performance in all countries. The total variance explained was 44% for Finland, 41% for Japan, 37% for the United States, 26% for Turkey, 25% for Bosnia and Herzegovina, and 19% for Jordan. For most countries, including Turkey, metacognitive knowledge for the strategy of assessing reliability was the metacognitive predictor with the highest regression load. The most significant motivational predictor was perception of reading proficiency for most countries, while it was perception of difficulty for Turkey. The results of the study show that the effect of the predictor variables is affected by the educational systems of the countries.

Keywords

• PISA 2018
• reader self-perception
• metacognitive knowledge of reading strategies
• reading enjoyment
• reading achievement

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