THE ROLE OF METACOGNITIVE AWARENESS OF READING STRATEGIES, READING MOTIVATION AND READING ENGAGEMENT IN SECONDARY SCHOOL STUDENTS' CREATIVE READING PERCEPTIONS

Abstract

The present study aims to examine the role of metacognitive awareness of reading strategies, reading motivation and reading engagement in predicting secondary school students' perceptions of creative reading. The study group consists of 501 students (Female= 48.3%, Male= 51.7%) attending public secondary schools in Trabzon, located in the Eastern Black Sea Region of Türkiye. Personal Information Form, Creative Reading Perception Scale, Reading Motivation and Reading Engagement Scale and Metacognitive Awareness of Reading Strategies Scale were used as data collection tools. In the regression model, it was seen that the variance explained for creative reading perception was 40%. While affirming motivation, supporting reading strategies and general reading strategies variables predicted the perception of creative reading positively, undermining motivation predicted it negatively. However, it was determined that reading engagement and problem-solving strategies were not significant predictors of students' perceptions of creative reading. As a result of the study, the importance of reading motivation and metacognitive awareness of reading strategies in predicting the creative reading perceptions of secondary school students was revealed.

Keywords: Creative reading, creative reading perception, metacognitive awareness of reading strategies, reading motivation, reading engagement.