Comparing metacognitive reading strategies among university students from Poland, Hungary, Slovakia and the Czech Republic

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F19%3A63523529" target="_blank" >RIV/70883521:28150/19:63523529 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.tandfonline.com/doi/abs/10.1080/0309877X.2019.1614545?journalCode=cjfh20" target="_blank" >https://www.tandfonline.com/doi/abs/10.1080/0309877X.2019.1614545?journalCode=cjfh20</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/0309877X.2019.1614545" target="_blank" >10.1080/0309877X.2019.1614545</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Comparing metacognitive reading strategies among university students from Poland, Hungary, Slovakia and the Czech Republic

Popis výsledku v původním jazyce

Students’ uses of metacognitive reading strategies are an important part of effective learning during university studies. Universities may place varied emphasis on the use of different strategy types, and the students employ them accordingly. A purpose of this study was to examine the use of analytic and pragmatic reading strategies by university students from a cross-cultural perspective. Data were collected about students pursuing education study programmes in four Central European countries, Poland, Hungary, Slovakia and the Czech Republic (n = 2692), with the assumption of finding convergent results. Another purpose of this study was to examine the association between students’ ratings of the metacognitive reading strategies and their demographic and academic characteristics. The research instrument was the Metacognitive Reading Strategies Questionnaire translated into the national languages of students. Generally, the study confirmed similar results among the participating universities. The closest are the findings about the dominance of pragmatic metacognitive reading strategies over the analytic ones, no difference between the genders in the rating of analytic strategies and a female preference for pragmatic strategies. Other demographic and academic characteristics did not demonstrate such strong converging tendencies among universities in the rating of metacognitive learning strategies as gender, but they contributed in creating a complex picture of university students’ learning.

Název v anglickém jazyce

Comparing metacognitive reading strategies among university students from Poland, Hungary, Slovakia and the Czech Republic

Popis výsledku anglicky

Students’ uses of metacognitive reading strategies are an important part of effective learning during university studies. Universities may place varied emphasis on the use of different strategy types, and the students employ them accordingly. A purpose of this study was to examine the use of analytic and pragmatic reading strategies by university students from a cross-cultural perspective. Data were collected about students pursuing education study programmes in four Central European countries, Poland, Hungary, Slovakia and the Czech Republic (n = 2692), with the assumption of finding convergent results. Another purpose of this study was to examine the association between students’ ratings of the metacognitive reading strategies and their demographic and academic characteristics. The research instrument was the Metacognitive Reading Strategies Questionnaire translated into the national languages of students. Generally, the study confirmed similar results among the participating universities. The closest are the findings about the dominance of pragmatic metacognitive reading strategies over the analytic ones, no difference between the genders in the rating of analytic strategies and a female preference for pragmatic strategies. Other demographic and academic characteristics did not demonstrate such strong converging tendencies among universities in the rating of metacognitive learning strategies as gender, but they contributed in creating a complex picture of university students’ learning.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

50302 - Education, special (to gifted persons, those with learning disabilities)

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2019

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Journal of Further and Higher Education

ISSN

0309-877X

e-ISSN

—

Svazek periodika

Neuveden

Číslo periodika v rámci svazku

Neuveden

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

15

Strana od-do

"neuvedeno"

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85065995419