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Gender gap in reading achievement: the mediating role of metacognitive strategies and reading-related attitudes

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dc.contributor.author Acar-Erdol, Tuba
dc.contributor.author Akin-Arikan, Cigdem
dc.date.accessioned 2024-03-15T06:49:49Z
dc.date.available 2024-03-15T06:49:49Z
dc.date.issued 2022
dc.identifier.citation Acar-Erdol, T., Akin-Arikan, C. (2022). Gender gap in reading achievement: the mediating role of metacognitive strategies and reading-related attitudes. Soc. Psychol. Educ., 25(2-3), 537-566. https://doi.org/10.1007/s11218-022-09692-9 en_US
dc.identifier.issn 1381-2890
dc.identifier.issn 1573-1928
dc.identifier.uri http://dx.doi.org/10.1007/s11218-022-09692-9
dc.identifier.uri https://www.webofscience.com/wos/woscc/full-record/WOS:000788937400001
dc.identifier.uri http://earsiv.odu.edu.tr:8080/xmlui/handle/11489/4030
dc.description WoS Categories: Psychology, Educational en_US
dc.description Web of Science Index: Social Science Citation Index (SSCI) en_US
dc.description Research Areas: Psychology en_US
dc.description.abstract The purpose of this study is to explain the gender differences in reading achievement with the mediating role of metacognitive strategies and reading-related attitudes. Hypotheses were tested with 6890 students [3396 (49.3%) females, 3494 (50.7%) males] who participated in PISA 2018 in Turkey. The path analysis results indicated that gender had significant associations with metacognitive strategies and reading-related attitudes. One remarkable result is that gender affected metacognitive strategies about lower cognitive levels more than strategies about higher cognitive levels, and that the female advantage was reduced for upper metacognitive strategies. Additionally, reading-related attitudes, except for perception of reading competence, and metacognitive strategies were significantly associated with reading achievement. In addition, the results revealed that metacognitive strategies and reading-related attitudes, except for perception of reading competence, fully mediated gender and reading achievement. Overall, the results show that the gender difference in reading achievement is not only due to gender itself, but may also be due to differentiation of the metacognitive strategies and reading-related attitudes of girls and boys. As a result, the teaching of metacognitive strategies and development of reading-related attitudes to students are recommended, in order to reduce the gender gap in reading achievement. Limitations, practical implications, and recommendations for future research are discussed. en_US
dc.language.iso eng en_US
dc.publisher SPRINGER-DORDRECHT en_US
dc.relation.isversionof 10.1007/s11218-022-09692-9 en_US
dc.rights info:eu-repo/semantics/openAccess en_US
dc.subject Gender gap, Reading achievement, Metacognitive strategies, Reading-related attitudes, PISA en_US
dc.subject SECONDARY-SCHOOL STUDENTS, SELF-CONCEPT, TEST-PERFORMANCE, COMPREHENSION STRATEGIES, MOTIVATIONAL BELIEFS, LEARNING-STRATEGIES, STEREOTYPE THREAT, TEST DIFFICULTY, BOYS, PERCEPTIONS en_US
dc.title Gender gap in reading achievement: the mediating role of metacognitive strategies and reading-related attitudes en_US
dc.type article en_US
dc.relation.journal SOCIAL PSYCHOLOGY OF EDUCATION en_US
dc.contributor.department Ordu Üniversitesi en_US
dc.contributor.authorID 0000-0002-6954-4968 en_US
dc.identifier.volume 25 en_US
dc.identifier.issue 2-3 en_US
dc.identifier.startpage 537 en_US
dc.identifier.endpage 566 en_US


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