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

Yıl 2024, Cilt: 12 Sayı: 2, 164 - 181, 31.12.2024

Hasan Kurnaz

https://doi.org/10.35233/oyea.1462891

Öz

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.

Anahtar Kelimeler

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

Etik Beyan

In this study, the rules specified within the scope of "Higher Education Institutions Scientific Research and Publication Ethics Directive" were followed, and the actions specified under the title of "Actions Contrary to Scientific Research and Publication Ethics" were avoided. PISA data were used in this study. PISA data are available to the public and researchers and do not require ethical permission.

Kaynakça

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

Yıl 2024, Cilt: 12 Sayı: 2, 164 - 181, 31.12.2024

Hasan Kurnaz

https://doi.org/10.35233/oyea.1462891

Öz

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.

Anahtar Kelimeler

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

Etik Beyan

Bu çalışmada “Yükseköğretim Kurumları Bilimsel Araştırma ve Yayın Etiği Yönergesi” kapsamında belirtilen kurallara uyulmuş, “Bilimsel Araştırma ve Yayın Etiğine Aykırı Eylemler” başlığı altında belirtilen eylemlerden kaçınılmıştır. Bu çalışmada PISA verileri kullanılmıştır. PISA verileri halka açık olup etik izin gerektirmemektedir.

Kaynakça

  • Acar-Erdol, T. ve Akin-Arikan, Ç. (2022). Gender gap in reading achievement: the mediating role of metacognitive strategies and reading-related attitudes. Social Psychology of Education, 25(2), 537-566. https://doi.org/10.1007/s11218-022-09692-9
  • Aktaş, N. ve Ergül, E. (2023). The relationship between primary school students’ reader self-perception and reading comprehension skills. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, 7(3), 609-627.
  • Aricak, O. T., Guldal, H. ve Erdogan, I. (2023). Which noncognitive features provide more information about reading performance? A data-mining approach to big educational data. Journal of Pacific Rim Psychology, 17. https://doi.org/10.1177/18344909231164025
  • Artelt, C. ve Schneider, W. (2015). Cross-country generalizability of the role of metacognitive knowledge in students’ strategy use and reading competence. Teachers College Record, 117(1), 1–32. http://www.tcrecord.org/Content.asp?ContentId=17695 Basaran, M. (2013). Reading fluency as an indicator of reading comprehension. Educational Sciences: Theory and Practice, 13(4), 2287-2290.
  • Baştuğ, M., ve Akyol, H. (2012). Akıcı okuma becerilerinin okuduğunu anlamayı yordama düzeyi.  Kuramsal Eğitimbilim Dergisi, 5(4), 394-411.
  • Bong, M., ve Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really?. Educational Psychology Review, 15, 1-40.
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  • Locher, F. M., Becker, S., Schiefer, I., ve Pfost, M. (2021). Mechanisms mediating the relation between reading self-concept and reading comprehension. European Journal of Psychology Of Education, 36(1), 1–20. https://doi.org/10.1007/s10212-020- 00463-8
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  • Memis, A., ve Bozkurt, M. (2013). The relationship of reading comprehension success with metacognitive awareness, motivation, and reading levels of fifth grade students. Educational Research and Reviews, 8(15), 1242-1246. https://doi.org/10.5897/ERR2013.1544
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  • Mokhtari, K., ve Reichard, C. A. (2002). Assessing students' metacognitive awareness of reading strategies. Journal of Educational Psychology, 94(2), 249–259. https://doi.org/10.1037/0022-0663.94.2.249
  • Neuenhaus, N., Artelt, C., Lingel, K., ve Schneider, W. (2011). Fifth graders metacognitive knowledge: general or domain-specific?. European Journal of Psychology of Education, 26(2), 163-178. https://doi.org/10.1007/s10212-010-0040-7
  • OECD (2019a). PISA 2018 Assessment and analytical framework. OECD Publishing. https://doi.org/10.1787/b25efab8-en
  • OECD (2019b). PISA 2018 results (Volume I): What students know and can do. OECD Publishing. https://doi.org/10.1787/5f07c754-en
  • OECD. (2010). PISA 2009 results: Learning to learn: Student engagement, strategies and practices (Volume III). OECD.
  • Öksüz, H. İ., ve Akyol, H. (2023). Ön bilgi, sözel çalışma belleği ve dikkat becerilerinin okuduğunu anlama becerilerine etkisi. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9(3), 893-907. https://doi.org/10.31592/aeusbed.1362041
  • Ötken, Ş. (2019). PISA uygulamalarında okuma-matematik-fen okuryazarlığı puanlarındaki değişimin çok değişkenli-çok düzeyli model ile incelenmesi [Yayımlanmamış doktora tezi]. Hacettepe Üniversitesi.
  • Özbay, M., Bağcı, H., ve Uyar, Y. (2008). Türkçe öğretmeni adaylarının okuma alışkanlığına yönelik tutumlarının çeşitli değişkenlere göre değerlendirilmesi. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 9(15), 117-136.
  • Özerbaş, M. A., ve Safi, B. N. (2022). İngiltere, Japonya, Norveç, Finlandiya, Singapur, Rusya ve Türk eğitim sistemlerinin karşılaştırmalı olarak incelenmesi. Manas Sosyal Araştırmalar Dergisi, 11(1), 63-80. https://doi.org/10.33206/mjss.991068
  • Paris, S. G., Lipson, M. Y., ve Wixson, K. K. (1983). Becoming a strategic reader. Contemporary Educational Psychology, 8(3), 293–316. https://doi.org/10.1016/0361-476X(83)90018-8
  • Park, Y. (2011). How motivational constructs interact to predict elementary students' reading performance: Examples from attitudes and self-concept in reading. Learning and Individual Differences, 21(4), 347-358. https://doi.org/10.1016/j.lindif.2011.02.009
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  • Wigfield, A., ve Guthrie, J. T. (1997). Relations of children’s motivation for reading to the amount and breadth or their reading. Journal of Educational Psychology, 89(3), 420–432. https://doi.org/10.1037/0022-0663.89.3.420
  • Yıldırım, K., Yıldız, M. ve Ateş, S. (2011). Kelime bilgisi okuduğunu anlamanın anlamlı bir yordayıcısı mıdır ve yordama gücü metin türlerine göre farklılaşmakta mıdır? Kuram ve Uygulamada Eğitim Bilimleri, 11(3), 1531-1547.
  • Yıldırım, Ö.(2017). Okul ortamlarının okuduğunu anlama performansı üzerinde etkisinin ülkeler arası incelenmesi. Journal of Human Sciences, 14(4), 4453-4463. https://doi.org/10.14687/jhs.v14i4.5034
  • Yıldız, M., ve Akyol, H. (2011). İlköğretim 5. sınıf öğrencilerinin okuduğunu anlama, okuma motivasyonu ve okuma alışkanlıkları arasındaki ilişki. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 31(3), 793-815.
  • Zhou, J., He, J., ve Lafontaine, D. (2020). Cross-cultural comparability and validity of metacognitive knowledge in reading in PISA 2009: a comparison of two scoring methods. Assessment in Education: Principles, Policy ve Practice, 27(6), 635-654. https://doi.org/10.1080/0969594X.2020.1828820
Toplam 74 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Türkçe Eğitimi
Bölüm Makaleler
Yazarlar

Hasan Kurnaz 0000-0002-5804-946X

Yayımlanma Tarihi 31 Aralık 2024
Gönderilme Tarihi 1 Nisan 2024
Kabul Tarihi 8 Kasım 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 12 Sayı: 2

Kaynak Göster

APA Kurnaz, H. (2024). Üst Bilişsel Okuma Stratejileri Bilgisi, Okuma Zevki ve Okur Benlik Algısının PISA 2018 Okuma Başarısına Etkisi: Ülkeler Arası Bir Karşılaştırma. Okuma Yazma Eğitimi Araştırmaları, 12(2), 164-181. https://doi.org/10.35233/oyea.1462891
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Creative Commons Lisansı
Okuma Yazma Eğitimi Araştırmaları / Research in Reading & Writing Instruction Creative Commons Atıf 4.0 Uluslararası Lisansı ile lisanslanmıştır.