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<p>Metacognitive reading strategies can contribute to high school students' academic achievements. This study investigates how basic psychological needs influence students’ metacognitive reading strategies and classroom engagement. A total of 386 high school students in South Korea participated in this study. To examine the mediating role of classroom engagement, we analyzed whether basic psychological needs directly or indirectly impact metacognitive reading strategies, with classroom engagement as the mediator. Using Structural Equation Modeling (SEM), we found that competence had both a direct effect on metacognitive reading strategies and an indirect effect through engagement. Relatedness also influenced these strategies, fully mediated by engagement. The findings of this study expand the research on reading strategies by incorporating motivational variables that influence cognitive strategies, specifically within the South Korean context. These findings suggest that interventions aimed at promoting reading strategies should focus on fostering competence, relatedness, and classroom engagement.</p>

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Can Metacognitive Reading Strategies be Promoted by Motivational Factors Among High School Students in South Korea?

  • 期刊论文

  • 发表日期：

    2025年3月22日

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  • Hajung Kim,
  • Eun Joo Kim,
  • Soo Jeoung Han

摘要

Metacognitive reading strategies can contribute to high school students' academic achievements. This study investigates how basic psychological needs influence students’ metacognitive reading strategies and classroom engagement. A total of 386 high school students in South Korea participated in this study. To examine the mediating role of classroom engagement, we analyzed whether basic psychological needs directly or indirectly impact metacognitive reading strategies, with classroom engagement as the mediator. Using Structural Equation Modeling (SEM), we found that competence had both a direct effect on metacognitive reading strategies and an indirect effect through engagement. Relatedness also influenced these strategies, fully mediated by engagement. The findings of this study expand the research on reading strategies by incorporating motivational variables that influence cognitive strategies, specifically within the South Korean context. These findings suggest that interventions aimed at promoting reading strategies should focus on fostering competence, relatedness, and classroom engagement.