Analysis of the Structural Validity of the Reduced Version of Metacognitive Awareness of Reading Strategies Inventory.

ABSTRACT: The application of metacognitive strategies is considered a basic skill of the student at any educational level. In the present study, we evaluate the reduced version of the Metacognitive Awareness of Reading Strategies Inventory (MARSI-R) in Spanish, a self-report instrument designed to measure the metacognitive awareness of students and their perception of the strategies that they use while they are reading school materials. MARSI-R is formed by three subscales: (a) global reading strategies (GRS), (b) problem-solving strategies, and (c) strategies to support reading. We conducted a confirmatory factor analysis (CFA) in a Spanish student sample (N = 570) and the results shown relative inadequate fit for the proposed theoretical three-factor model. More important, the three subscal

SUBMITTER: Onde D 

PROVIDER: S-EPMC9237459 | biostudies-literature | 2022

REPOSITORIES: biostudies-literature