SELF-REGULATED LEARNING AND READING COMPREHENSION: THE EFFECTS OF GENDER, MOTIVATION AND METACOGITION

Ioannis Katsantonis
The study aimed at determining the effects of aspects of self-regulated learning (SRL) such as metacognition and motivation on reading comprehension. A nationwide, representative sample (N = 6,403) of 15-year-old Greek adolescents was drawn from the PISA 2018 database. The participants’ data on metacognitive knowledge of reading strategies, reading task-specific metacognitive experiences, intrinsic motivation, and reading comprehension were selected for subsequent analyses. Multiple-group confirmatory factor analyses were conducted to test gender differences in metacognitive functioning...
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