Reading,metacognition and motivation: A follow-up study of German students in Grades 7 and 8 |
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| Authors: | Annette?Roeschl-Heils Email author" target="_blank">Wolfgang?SchneiderEmail author Christina?E?van?Kraayenoord |
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| Institution: | (1) College of Education & Human Development, George Mason University, Robinson Hall A, Room 320, 4400 University Drive, MS 4B3, Fairfax, VA 22030, USA;(2) Northern Illinois University, DeKalb, IL, USA;(3) University of Maryland, College Park, MD, USA |
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| Abstract: | 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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