Reading, metacognition and motivation: A follow-up study of German students in Grades 7 and 8

European Journal of Psychology of Education - Tập 18 - Trang 75-86 - 2003
Annette Roeschl-Heils1, Wolfgang Schneider1, Christina E. van Kraayenoord2
1Department of Psychology, University of Würzburg, Würzburg, Germany
2Schonell Special Education Research Centre, The University of Queensland, Brisbane, Australia

Tóm tắt

This follow-up study to van Kraayenoord and Schneider (1999) examined the performance in reading, metacognition and motivation related to reading of students in Grades 7 and 8. Results showed significant correlations between all of the variables. A multivariate analysis of variance showed that “good” and “poor” readers differed in reading self-concept and metacognitive measures related to reading and memory. A stepwise regression analysis suggested that the metacognitive variables were the best predictors of reading. Furthermore, a comparison of the results of the previous study with those of the current investigation revealed that the findings were stable over time. Since the period between the two studies is the time during which students make important decisions related to enrolment in one of three distinct school-types in Germany, we examined the results of various groups of students: those in “Gymnasium” (high educational track), “Realschule” (middle educational track), and “Hauptschule” (low educational track). Students in the Gymnasium scored significantly better than students in the other two groups on almost all variables related to reading. A re-analysis of the data from our first investigation found that the results of the Gymnasium students in the second study could be predicted from their results obtained during elementary school.

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European Journal of Psychology of Education

Tập 18

75-86

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