International Journal of Progressive Education
ISSN (Print): 2834-7919 - ISSN (Online): 1554-5210

Research article    |    Open Access
International Journal of Progressive Education 2022, Vol. 18(2) 49-70

The Analysis of the Relation Between Metacognitive Awareness of Reading Strategies and Critical Thinking Attiude of Pre-Service Classroom Teachers

Beste Dinçer & Güliz Çilek

pp. 49 - 70   |  DOI: https://doi.org/10.29329/ijpe.2022.431.4

Publish Date: April 01, 2022  |   Single/Total View: 124/496   |   Single/Total Download: 160/996

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Abstract

The study's major goal was to analyze the relation between preservice classroom teachers' metacognitive awareness of reading practices and critical thinking attitudes. The Metacognitive awareness of reading strategies inventory (MARSI-TR), Critical thinking attitude scale (CTS), and demographics information form were utilized to collect data for the study. A total of 294 pre-service classroom teachers in the first and the fourth grades from two public universities constituted the sample. The results showed that women had both higher metacognitive awareness and critical thinking attitudes than men. As for the mother and father's education level, significant differences were found between sub-dimensions of critical thinking attitude scores of preservice classroom teachers. All of the correlations among the factors of metacognition and critical thinking attitude showed significant values, the direction of the relationships are all positive where the use of metacognition awareness factor increases with the scores on the factors of critical thinking. Additionally, critical thinking sub-dimensions explain 11% of the change in metacognitive awareness of reading strategies.

Keywords: Metacognitive Awareness of Reading Strategies, Critical Thinking Attitude, Metacognition

How to Cite this Article?

APA 7th edition
Dincer, B., & Cilek, G. (2022). The Analysis of the Relation Between Metacognitive Awareness of Reading Strategies and Critical Thinking Attiude of Pre-Service Classroom Teachers. International Journal of Progressive Education, 18(2), 49-70. https://doi.org/10.29329/ijpe.2022.431.4

Harvard
Dincer, B. and Cilek, G. (2022). The Analysis of the Relation Between Metacognitive Awareness of Reading Strategies and Critical Thinking Attiude of Pre-Service Classroom Teachers. International Journal of Progressive Education, 18(2), pp. 49-70.

Chicago 16th edition
Dincer, Beste and Guliz Cilek (2022). "The Analysis of the Relation Between Metacognitive Awareness of Reading Strategies and Critical Thinking Attiude of Pre-Service Classroom Teachers". International Journal of Progressive Education 18 (2):49-70. https://doi.org/10.29329/ijpe.2022.431.4

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